Use of Multisensory Room in the Development of Psychomotricity in students with Autism Spectrum Disorder and Intellectual Disability

Abstract

The schooling of children with autism spectrum disorder (ASD) and severe intellectual disability (ID) in special schools, requires personalized professional intervention. Sensory, motor and psychomotor education of the disabled child is an important part of integration in all aspects: educationally, professionally, socially. Activities aimed for the development of the psychomotricity in children with ASD and severe ID are carried out in accordance with the requirements of the national curriculum for special-needs education. The multisensory room is a complex of multifaceted instrument. Our study aims to establish the level of efficacy of an intervention program comprising of activities for the development of psychomotricity carried out in the multisensory room, individualized for children with ASD and severe ID. Keywords: Autism Spectrum Disorder; Psychomotricity; Intellectual Disability; Special-Needs Education; Intervention Plan.