Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/19120
Title: Sensory Regulation for Inclusive Classrooms
Contributor(s): Collyer, Kara (author); Harrington, Ingrid  (author)
Publication Date: 2015
Handle Link: https://hdl.handle.net/1959.11/19120
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.
Publication Type: Book Chapter
Source of Publication: Asperger Syndrome: Risk Factors, Cognitive-Behavioral Characteristics and Management Strategies, p. 9-21
Publisher: Nova Science Publishers
Place of Publication: New York, United States of America
ISBN: 9781634638104
Field of Research (FOR): 130312 Special Education and Disability
130313 Teacher Education and Professional Development of Educators
HERDC Category Description: B1 Chapter in a Scholarly Book
Other Links: http://trove.nla.gov.au/version/211905453
Series Name: Neurology - Laboratory and Clinical Research Developments
Statistics to Oct 2018: Visitors: 82
Views: 181
Downloads: 0
Appears in Collections:Book Chapter
School of Education

Files in This Item:
4 files
File Description SizeFormat 
Show full item record

Page view(s)

70
checked on May 3, 2019
Google Media

Google ScholarTM

Check


Items in Research UNE are protected by copyright, with all rights reserved, unless otherwise indicated.