还记得当年我带着只有18个月大的小儿子，智弘，去打预防针，我向医生要了一封转介信，希望带他去见医生。儿子从小对周遭的人、事、物都不感兴趣，对别人呼唤他的名字没有反应，对人也不理不睬。我们带他到一家私人医院做了检查，医生只说智弘有语言发展迟缓的问题，并让他接受语言治疗。虽然如此，我心里还是觉得不很踏实，因为孩子的发展并没有很明显。当时我也不敢松懈，一直积极的位孩子寻求更好的治疗。就在机缘巧合下，我在一本佛教刊物上看到李莉莉心理咨询师关于学障儿童的一篇文章。抱着“试一试”的心态，我打了电话到A Zon生命教育学苑与李老师预约时间做咨询。咨询后，我们得知智弘有学习困难的状况，就决定让智弘参与疗育课程。 刚开始的一年至两年间，智弘一星期上两堂疗育课。当时我们就发现他对身边的人、事、物慢慢的有反应。当时，身边的一些人也曾对我泼冷水，叫我不须浪费钱和时间送智弘上疗育课。尽管如此，我没有想过放弃。因为李老师说疗育需要一段时间，不可操之过急。到了他5岁左右，课程次数就增加至一星期三堂课。A Zon与李老师还特地为了配合我们的时间，在休息日也安排和智弘上课。对此，我真的很感恩和感动。慢慢地，我们看到智弘在讲话及和别人沟通方面有很大的进步。他从不愿讲话到开始讲单字，再到讲简短的句子。而且还会主动开口和别人说话呢！这对我们一家人来说，是一大鼓励和喜悦！此外，他的学习能力也跟着提升与进步，自理能力也不断地提升。
之前的疗育课程与训练，让智弘可以像普通的孩子一样上小学。虽然在课堂上，智弘还是需要一些特别的辅助和待遇，但是，他的学习成绩并没有因为他的障碍而比别的同学差。例：听写、英文和科学成绩都在80多至90多分之间，而理解和书写则比较弱。而且，他的自理能力也越来越好了（例：会拿零用钱到食堂买东西吃，会自己收拾书包等等）。老师们和其他的家长看到智弘，根本就无法想像他是一位特殊儿童。还记得他在一年级时，因没有认真写功课，老师警告他要把这件事报告给我听。而他却向老师说，不能把此事告诉我，因为这会让我非常伤心。老师听了很惊讶及感触，一个有学习困难状况的特殊孩子，竟然也有如此的情感表现。
虽然在上小学后，智弘停止了疗育课程，但是我们依然和A Zon保持联络，跟进智弘的情况。直到今年，智弘9岁，我把智弘和姐姐一起送去A Zon上生命教育课程，希望透过该课程，让他们有机会学习团队沟通和促进人际互动能力。之前曾经反对我送孩子上疗育课程的人都和我说，还好我当时坚持，所以智弘才和其他没有接受过疗育课程的孩子不一样。我真的觉得很幸运和感恩，当初让我们接触到A Zon与李老师。
想对其他家长说的话…
我要对其他家长说，遇到了问题，就一定要尝试找办法解决。千万不要认为孩子长大，问题或困难就会自己变好。找对了专业的帮助，才有助于孩子的进步与成长。而且最重要是要有耐心和坚持到底！还记得当年李老师曾鼓励我们，一定要坚持疗育，因为疗育效果不是一朝一夕就可以看到的。我们也是坚持了两年的时间，才看到智弘有很大的进步。我真的觉得很幸运，当年可以遇到A Zon和李老师。再来，若得到了专业医师的建议与批准，家长也可以为孩子申请OKU（Orang KurangUpaya, MasalahPembelajar）卡。当然此申请需经过医师的评估和批准后，才能申请。其实除了一些福利以外，OKU卡对孩子在校的待遇也有帮助。例如，家长可为孩子向教育部申请延长考试时间，让有学习困难的孩子拥有足够的时间作答。
I asked for a referral letter from the doctor when I brought my son, Zhi Hong, for vaccination when he was 18 months old. I wanted to have further medical investigation on his symptoms of lack of interest towards his environment, not responsive to his name and appearing withdrawn all the time. A doctor in a private hospital reported that Zhi Hong had speech delay problem and referred him for speech therapy. Nevertheless, I still felt doubtful and uneasy as there was no major improvement in my son. Hence, I actively looked for better intervention program for him. I read an article about learning difficulties written by Ms. Lee Li Li. Immediately, I made a call to A ZonEducare Advisory for consultation appointment with Ms. Lee. Through the consultation, we knew that Zhi Hong had learning difficulties and we decided to enroll him in the intervention program provided by A Zon.
For the first 2 years of intervention, Zhi Hong received 2 lessons of intervention per week. We realized that he started to be aware of his environment. There were some people who asked me not to continue with the intervention as it’s time consuming and a waste of money. However, I never thought of giving up as Ms. Lee told me that intervention takes time to see its effect. When he was 5, we increased his intervention from 2 lessons to 3 lessons per week. To suit our timetable, A Zon and Ms. Lee even arranged lessons for Zhi Hong on their off days. I was deeply moved by their sincere intention to help Zhi Hong. Gradually, we noticed great improvement in Zhi Hong’s speech and communication with others. He could speak single words, then short sentences, and then even initiated conversations with others. It was such a great encouragement and excitement for us. In addition, his learning ability and self-help skills have improved.
The intervention and training has enabled Zhi Hong to attend primary school like other normal children. Although he still needed special assistance and arrangement in class, his learning performance was not affected by his difficulties. For example, he scored 80 to 90 marks in spelling, English and Science, but he still needs to work more on comprehension and writing. In addition, his self-help skills are getting better (i.e he could manage his pocket money, he could pack his school bag, etc.). Teachers and other parents were surprised by his performance.
Although Zhi Hong has stopped receiving intervention now, we still keep in touch with A Zon to update them about Zhi Hong’s progress. This year, in which Zhi Hong is 9, I enrolled him and his elder sister in A Zon’s Life Education program. I hope they can learn to communicate and interact with others more effectively. Those who showed objection to my decision of sending Zhi Hong for intervention previously has now agreed with my decision and determination. I really feel blessed and thankful to meet A Zon and Ms. Lee.
Words for other parents…
I would like to encourage parents to look for solutions when encountering problems. Parents must never assume that their child would get better automatically as they grow up. Looking for professional help is the way to help our children develop and progress. The most important key is to be patient and determined throughout the intervention process. I remember once, Ms. Lee encouraged me to be determined and persistent as it took time to see the fruit of intervention. We had tried for 2 years to notice great improvement in Zhi Hong. On top of that, parents could apply for an OKU card （Orang KurangUpaya, Masalah Pembelajar）if that is necessary and recommended by health care professionals. The OKU card helps to facilitate special arrangement and assistance especially in schooling e.g. parents could apply from the Ministry of Education for longer exam time for children with learning difficulties so that they have more time to do their exam.
受访者 Interviewee： 智弘妈妈 Zhi Hong’s mother
For the first 2 years of intervention, Zhi Hong received 2 lessons of intervention per week. We realized that he started to be aware of his environment. There were some people who asked me not to continue with the intervention as it’s time consuming and a waste of money. However, I never thought of giving up as Ms. Lee told me that intervention takes time to see its effect. When he was 5, we increased his intervention from 2 lessons to 3 lessons per week. To suit our timetable, A Zon and Ms. Lee even arranged lessons for Zhi Hong on their off days. I was deeply moved by their sincere intention to help Zhi Hong. Gradually, we noticed great improvement in Zhi Hong’s speech and communication with others. He could speak single words, then short sentences, and then even initiated conversations with others. It was such a great encouragement and excitement for us. In addition, his learning ability and self-help skills have improved.
The intervention and training has enabled Zhi Hong to attend primary school like other normal children. Although he still needed special assistance and arrangement in class, his learning performance was not affected by his difficulties. For example, he scored 80 to 90 marks in spelling, English and Science, but he still needs to work more on comprehension and writing. In addition, his self-help skills are getting better (i.e he could manage his pocket money, he could pack his school bag, etc.). Teachers and other parents were surprised by his performance.
Although Zhi Hong has stopped receiving intervention now, we still keep in touch with A Zon to update them about Zhi Hong’s progress. This year, in which Zhi Hong is 9, I enrolled him and his elder sister in A Zon’s Life Education program. I hope they can learn to communicate and interact with others more effectively. Those who showed objection to my decision of sending Zhi Hong for intervention previously has now agreed with my decision and determination. I really feel blessed and thankful to meet A Zon and Ms. Lee.
Words for other parents…
I would like to encourage parents to look for solutions when encountering problems. Parents must never assume that their child would get better automatically as they grow up. Looking for professional help is the way to help our children develop and progress. The most important key is to be patient and determined throughout the intervention process. I remember once, Ms. Lee encouraged me to be determined and persistent as it took time to see the fruit of intervention. We had tried for 2 years to notice great improvement in Zhi Hong. On top of that, parents could apply for an OKU card （Orang KurangUpaya, Masalah Pembelajar）if that is necessary and recommended by health care professionals. The OKU card helps to facilitate special arrangement and assistance especially in schooling e.g. parents could apply from the Ministry of Education for longer exam time for children with learning difficulties so that they have more time to do their exam.
受访者 Interviewee： 智弘妈妈 Zhi Hong’s mother
