Sensory Regulation for Inclusive Classrooms

Title
Sensory Regulation for Inclusive Classrooms
Publication Date
2015
Author(s)
Collyer, Kara
Harrington, Ingrid
( author )
OrcID: https://orcid.org/0000-0002-1898-4795
Email: iharring@une.edu.au
UNE Id une-id:iharring
Editor
Editor(s): Michael F Shaughnessy
Type of document
Book Chapter
Language
en
Entity Type
Publication
Publisher
Nova Science Publishers, Inc
Place of publication
New York, United States of America
Edition
1
Series
Neurology - Laboratory and Clinical Research Developments
UNE publication id
une:19318
Abstract
Sensory integration (SI) theory and therapy, and sensory integration based therapies (SIB), are relatively new concepts in the field of education and occupational therapy, to better improve the inclusion of students with sensory processing dysfunction in education classrooms, specifically those diagnosed on the Autistic Spectrum with Asperger Syndrome (Devlin et al., 2010). Practitioners and parents report benefits of sensory integration interventions in various areas: maintaining attention, higher levels of cognition activity, and improved social skills and self-stimulating behaviours (Devlin et al., 2010; Yack, Aquila and Sutton, 2002). This chapter reviews current literature in these fields from a perspective on how these theories and therapies can improve the inclusion of students with ASD in educational settings.
Link
Citation
Asperger Syndrome: Risk Factors, Cognitive-Behavioral Characteristics and Management Strategies, p. 9-21
ISBN
9781634638104
Start page
9
End page
21

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