Sensory integration dysfunction children in the classroom, As teacher how we handle the children with special needs.

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2.  — a training and treatment that focuses on
helping people achieve independence in all
areas of their lives — can offer kids with
various needs positive, fun activities to
improve their cognitive, physical, and motor
skills and enhance their self-esteem and
sense of accomplishment.
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3.  Severe developmental delays learn some self care skills -
bathing, getting dressed, brushing their teeth, and feeding
themselves
 Behavioral disorders - Anger-management
 Functional Academic - Readiness skill, teaching and learning
 Physical disabilities - Coordination skills and Functional
independence
 Assistive & adaptive equipments – recommended
wheelchairs, splints, bathing equipment, dressing devices, or
communication aids
 Sensory and attention issues - improve focus and social skills
 Carrier guidance - Adult independent living skill

4.  Self help skills
 Behaviour modification
 Self stimulatory / regulatory behaviour
 Sensory difficulties
 Functional Academic
 Vocational Guidance
 Communication
 Acceptance and Awareness
 Parental Counseling., etc.,
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5. As teachers
Understanding
Sensory Dysfunctions

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 Developed and conceived by Dr. A. Jean Ayres
 Definition: The neurological process that organizes
sensations from one’s own body and from the
environment and makes it possible to use the body
effectively within the environment

7.  The neurological process that organizes
sensations from ones own body and from the
environment and makes it possible to use
the body effectively within the environment
 S.I. is the organization of sensation for use.
 Making a Whole from Parts

8. The five main senses are:
 Touch – tactile
 Sound – auditory
 Sight – visual
 Taste – gustatory
 Smell – olfactory

9.  Vestibular (balance)
 Proprioception (joint/muscle sense)
 Kinesthesia (Movement/Body Possition)

10. Who may have Sensory Integration Dysfunction
 Autism Spectrum Disorder
 Multiple Disabilities
 Attention Deficit Hyperactivity Disorder
 Learning Disability
 Intellectual Disability
 Others

11. Sensory Modulation Dysfunction
(SMD)
Sensory Discrimination &
Perception Problems
Dyspraxia

12.  Modulation refers to the central nervous
system’s regulation of its own activity.
 The tendency to generate responses that
are appropriately graded in relation to
incoming sensory stimuli rather than
under reacting and overreacting to
them.

13. Sensory modulation problems
 Sensory registration problems
 Sensation-seeking behavior
 Sensory defensiveness

14.  Tactile discrimination & perception problems
› Hyporesponsivity of Touch
› Hyperresponsivity of Touch
 Proprioception problems
› Hyporesponsivity of Proprioception
› Hyporesponsivity of Proprioception
 Visual perceptual problems
 Other perceptual problems

15.  Touches people and objects constantly.
 Unawareness of touch
 Poor body awareness
 Decrease awareness of pain or temperature
 Chew inedible objects like finger nails, hairs,
toys, pencils.
 Hand flapping and clapping most of the time.
 Sits on hand.
 Hand fidgeting.
 Pushing against objects or people.
 Self injuries behavior

16.  Tactile Defensiveness (TD) that means
oversensitivity to unexpected light touch.
 FFF- Fright, Flight, Fight.
 Dislikes messy activities- painting.
 Dislikes bathing, brushing, cutting hair &
nails.
 Avoid certain texture of cloth.
 Oversensitivity of palmer aspects of hand,
feet and face.
 Avoid eating some types of food.
 Avoid going barefoot- grass or sand.

17.  Continually seeks all kinds of movement
activity
 Hangs on other people ,furniture, objects
 Seems to have weak muscles, tires easily,
 Poor sense of body awareness
 Difficulty in carrying objects
 Clench his teeth
 Walks on toes

18.  Difficulty positioning him
 Difficulty in playing
 Limited movements

19.  Routinely smells nonfood objects
 Seeks out certain tastes or smells
 Lick or Taste inedible objects

20. 1. Gross motor skills
 Handwriting
 Shabby note book
 Project work delay
 Slow in copying from the board
2. Fine motor skills
Poor fine motor skills
 Avoid ordinary class room activity
 Poor hand writing
 Poor eye hand coordination
 Poor in self help skills
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22.  Challenging behaviors are part of
growing up in any child. They are
sometimes difficult to handle in a
children with severe disabilities
because of communication difficulties
 Reasons for these behaviors can be
multifold and so also the strategies.
Consistent and patient handling is the
key to success
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23.  Setting
 Trigger
 Action
 Response
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24. Watch for:
• Pattern and severity of ongoing behavior
• Consider:
• Intensity
• Frequency
• Duration
• Developmental level
• Skill level
• History
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25. 1. Why: possible reasons
2. When
3. How often
4. What
◦ Starts it
◦ Stops it
5. What has been done:
◦ Current goals for behavior
◦ Alternative behaviors?
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26. 6. What does the child like? What does the
child do well?
7. Function of the inappropriate behavior
◦ How does the inappropriate behavior
affect the child’s relationship with
others
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27.  Restlessness
 Disturbing other children
 Making sounds
 Getting too close to a peer
 Touching and talking
 Screaming
 Resisting to copy from the board or to write
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29.  Social Skill Training
 Social stories
 Circle of friends’ and mentoring
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30.  Learning to identify feelings
 Relaxation
 Angermanagement
 expressing
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31.  Positive reinforcement
 Token system
 Prompting
 Shapping
 Backward chaining 31

32.  Extinction / planned ignoring
 Redirection
 Time out
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33.  Consistency
 Generalization
 Maintenance
 Fading out prompts and reinforcement
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35. • Instructions in a soft but firm voice.
• High-pitched noise can be painful to
hypersensitive child
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36.  get stressed,
 discuss behaviors,
 give- in,
 provide multiple choices,
 attempt to desensitize the child to
sensory input
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37. • Control the environment - Reduce sensory
overload and distractions
• Provide comfortable furniture
• Maintain consistent routine, plan transitions and
adequate breaks
• Provide physical feedback
• Keep realistic expectations
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39. • Recognize the difficulties so you will know how to
deal with them
• Set small targets and work consistently towards
them
• Remember he/she is a ‘child’. Have ‘fun’ with
your child
• Child and Classroom / School centered goals will
always give you the best results
• When in need, seek other professional’s help
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41.  You are here to help the child
 Child is the priority
 Understand your child better to help the child
better
 Understand the condition
 Be a communication bridge between parent,
teacher, school, and the therapist
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42.  Know when to withdraw your assistance to
the child
 Know when to wean off from the child
 Ask for support and help from the therapist
/Sr. Special Educator when needed.
 Special PT – be with child and help
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43.  Don’t get emotionally attached
 Do not leave the child alone at any point of
time
 Do not discus about your child or about any
other child with others
 When the child is aggressive or assaultive –
protect the child and yourself(Demo)
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