Sensory integration

Abstract

Without glaring signs or signals of sensory diagnoses, sensory deficits pose a significant challenge for students and for teachers. Historically, medical doctors have lacked a well-developed understanding of sensory integrative disorders, which makes them more difficult to diagnose at a young age. Sensory integration is an excellent way to mitigate sensory overload to best meet the needs of learners with sensory deficits. The purpose of this qualitative descriptive case study was to understand the experiences of secondary general educators with respect to sensory integration in the inclusion secondary classroom; specifically, how general education secondary teachers integrate sensory experiences into the curriculum for students with Autism Spectrum Disorder (ASD) or High Functioning Autism (HFA) and how teachers describe the benefits of Sensory Integration (SI) for students with Autism Spectrum Disorder ASD or High Functioning Autism (HFA) in relationship to classroom behavior, social experiences and academic performance in the classroom. The research took place at a public high school in the Mid-Atlantic in the U.S. Study participants included educators diverse in age, gender, ethnicity, content, and teaching experience. A qualitative case study was used to interpret the true meaning and understanding of teacher and student interaction involving sensory integration. The results of this study found teachers integrated sensory integration techniques categorized as: Academic, Academic/Personal, Sensory, Awareness, Interaction, and Behavior with a preference for self-regulation and organization strategies. A recommendation for practice include teachers at the secondary level receiving training on how to use, implement, and understand sensory integration to reach all learners successfully. Key words: sensory integration, secondary educators, autism, public high school, learning strategies