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Sensory integration disorder – child functioning at school and interventions

Maja Smovnik (2013) Sensory integration disorder – child functioning at school and interventions. Diploma thesis.

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    Abstract

    Sensory integration is a process of organising sensory information, planning and producing adaptive responses. This is one of the most important processes for academic and everyday work. Sensory integration has its roots in the nervous system. If a part of it isn't working appropriately, it causes sensory processing disorder (SPD). Between 5 and 15 % of children diagnosed with SPD (e.g. Miller, 2007), and symptoms of SPD often overlap with other disorders (e.g. ADHD, autism), therefore it is important that special educators as well as other educators have theoretical knowledge about sensory integration. This diploma describes neurological basis of sensory integration, categories of SPD by Miller (2007) and their impact on school work. Due to sensory integration problems children may be facing special needs in the learning process (reading, writing, arithmetic), as well as in motor, social and emotional fields. Moreover, such problems can often interfere with their everyday life. Consequently, it is very important to choose an appropriate assistance strategy. Three more affective approaches in the field of Sensory Integration are presented along with their impact on the elements of sensory integration (Sensory Integration approach, perceptive-motor approach and psychomotor approach). The key findings regarding the work with pupils with SPD in the school environment are pointed out as well.

    Item Type: Thesis (Diploma thesis)
    Keywords: sensory integration, sensory processing disorder, sensory integration therapy, perceptual-motor approach, psychomotor approach
    Number of Pages: 39
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    izr. prof. dr. Simona TancigMentor
    Link to COBISS: http://www.cobiss.si/scripts/cobiss?command=search&base=50126&select=(ID=9778505)
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 1752
    Date Deposited: 30 Sep 2013 11:53
    Last Modified: 30 Sep 2013 11:53
    URI: http://pefprints.pef.uni-lj.si/id/eprint/1752

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