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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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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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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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