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Sensory Integration
Students who experience sensory processing disorders respond to the sensory world differently from others. Their difficulties with behavior and social participation may have roots in how they respond to sound, touch, food and other sensory stimulation. This department will explore practical information to understand the challenges and provide appropriate intervention.
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Sensory Integration for Children with Learning Disabilities - Introduction
Dr. Susan Larson Kidd
The purpose of this article is to provide professional educators with practical ways to implement sensory integration strategies into everyday teaching in order to help children with learning disabilities (LD) to be successful. In doing so, the author hopes to eliminate apprehension about the use of sensory integration while supporting brain-based practices as essential teaching tools. Sensory integration (SI), defined by Ayers as "the organization for sensory input for use…so that a person can interact with the environment effectively and experience appropriate satisfaction" (1979, p. 184), has been used by occupational therapists since . . .
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Improving the Quality of Life for Children with Learning Disorders with Brain Gym®
Pamela Formosa, MA OTR/L - Licensed Brain Gym®
There are many types of sensory integration techniques that therapists use with children with special needs. Brain Gym is an example of one therapy technique. Excerpt taken from FRAID NOT! Empowering Kids with Learning Differences |image1|A learning difference is a general term describing a range of learning challenges, including autism. Children with learning differences often have average to high IQ's, and may do well in some areas of life, but are significantly challenged in others. Parents are often the first to notice their child struggling, but sometimes don't know how to get help. . . .
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Haircutting Guide
Before your child's haircut you may want to speak with the salon manager about just coming in so that your child can be acquainted with the environment. Schedule an appointment during a time when the salon is crowded so there are . . .
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Taking the Blame!
Kerri Stocks
When you take the blame for a wrong doing, it means that you are willing to be held responsible for the mistake or action. Sometimes when you are . . .
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Rock Climbing: Recreation for Children with Autism Spectrum Disorders
Donna Berry
One of the biggest ongoing challenges for our child has been getting enough exercise. Now that he is in middle school, there is no more recess and he only has gym every other day. He never liked team sports and the school bus stop is in front of our house. He didn't like karate, (it hurt his feet), and walking on the treadmill while watching TV just doesn't seem like enough. Everything was "boring." How do I get him moving? One day, I suggested that Evan try rock climbing. I am not sure where the idea came from. To my great surprise, Evan said "yes." An Internet search yielded the information that a local rock climbing gym offered, "open climbs" on the weekend for a low fee. . . .
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Creating Effective Fidget Toys for Children with ASD - Video
Fidget toys are perfect tools to help students have appropriate behavior. They can help students calm down, pay attention, relax, stop bothering other students and change many other behaviors that can cause disruption. Watch this video to find out what makes a good or bad fidget toy. . . .
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FAQs for Teachers
Frequently asked questions for teachers. Is there proof that SPD is real? How is sensory processing disorder treated? . . .
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You Know Me Spanish Version
Soy un Niño Sensacional!Quiero decir que tengo un trastorno de procesamiento sensorial (TPS -- "SPD" en englais). Esto significa que mi cerebro no puede procesar información sensorial de una manera adequada. Cuando mi . . .
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Do You Know Me?
I"m a Sensational Kid! I mean, I have Sensory Processing Disorder. That just means that my brain can't process sensory information the right way. When my brain gets . . .
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From Less is More to More is Less: How Sensory Needs Can Change Over Time for Individuals with Autism
Anne Carpenter
As a child, my autism was more acute and my nervous system was so immature in so many ways that I was in constant overdrive and hyperactive. This resulted in me becoming easily overstimulated in almost every situation every day. This made me feel so anxious and wound-up much of the time that I was afraid of sudden bombardments such as the fire alarm at school. It scared the living daylights out of me because of the sudden loud blast of the unfamiliar sound that came seemingly out of the blue. I screamed "What is it?" "What is it?" I screamed in panic as the horrible noise assaulted my ears and brain. . . .
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