Effect of Sensory Processing Disorder on Education Essay

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Table of Contents

Introduction
Discussion
The Checklist and Plan
Conclusion
References

Introduction

The term “sensory processing disorder” (SPD) refers to a disability that prevents a person from being able to organize the information that is received from sensory organs and respond appropriately to the input received (Wild et al., 2018). SDP can be categorized as either sensory discrimination disorder, which leads to malfunctioning of visual, audial, movement, and other sensory organs; sensory modulation disorder, which is related to an under or over-response to movement and touch senses; or sensory-based motor disorder, which is related to malfunctioning of organs related to physical movement. Each of these subtypes of SDP can be further subdivided into subtypes (Wild et al., 2018). These difficulties with sensory integration generate problems in academic performance, particularly in children. The condition is treatable through the utilization of sensory integration programs and conventional therapy (Wild et al., 2018). In most cases, children diagnosed with such disorders require specialized forms of emotional and financial care in order to be able to fulfill their full potential and lead productive lives in society (Wild et al., 2018).

Discussion

The growth of children who have SPD issues is fraught with difficulties when they are in an educational setting. For example, in the context of the family and society, trauma, distress, and load contribute significantly to the sluggish development of children, which hinders their ability to make meaningful contributions to the agendas for home and community development (Wild et al., 2018). Therefore, to alleviate some of these difficulties, educational service providers need to implement instructional methods supported by evidence while also taking into account the context in which learning takes place. For instance, awareness of the child’s culture or language could be helpful in determining the decision-making technique that will enable a particular child to continue their schooling despite SPD challenges.

A person who suffers from Sensory Processing Disorder may have one of the following manifestations: auditory, visual, tactile, low registration, or sensory seeking. The following table lists the plan and checklist that identifies the disorder, teaching technique, and evidence-based strategy.

The Checklist and Plan

Figure 1. The checklist and plan for SPD teaching strategy and evidence-based decision. Note. Information gathered from peer-reviewed articles.

Disorder	Teaching strategy	Evidence Based decision
Auditory	Make use of many visual clues. When giving directions to the class, the instructor should make use of visual aids to attract the children’s attention and keep it while they are providing information (Wild & Steeley, 2018). Make use of technology that is forceful. Children are permitted to use headphones that can lessen the volume of ambient noise, and they must remain linked to the instructor, who must wear a wireless headset (Wild & Steeley, 2018). Place stress on the important words. To assist children who have difficulties with auditory processing, it is helpful to speak more slowly, use intonation, and emphasize the most important points (Wild & Steeley, 2018).	Utilize all-encompassing program models that are geared toward achieving a broad learning experience. The LEAP preschool model is one example of these kinds of programs; it is based on a manualized conceptual framework that is primarily concerned with broad objectives (Hume et al., 2021). Use of focus intervention program. Every student struggling with an auditory impairment will receive assistance from this program. The program makes use of detailed instructions that cater to the requirements of the students (Hume et al., 2021)
Visual	Information can be obtained from audiobooks without the need to read them. Provide comprehensible directions while incorporating gestures and expressions into body language (Milne & Ladner,2018)	Encourage participation in peer groups. Encourage the children to come together and form discussion groups to force them into social situations (Milne & Ladner,2018).
Low-registration	Permit the child to take a seat in the center of the classroom; this will provide the child with a more stimulating position conducive to focused attention (Ranford., 2018). Offer the child various activities that should encourage them to wander around the environment (Ranford, 2018).	The use of occupational therapy and psychological techniques to correct information regarding functional neurological disorders related to sensory processing, such as low registration (Ranford, 2018).
Tactile	To stimulate the child’s proprioceptors, give them challenging physical tasks to complete (Cramer et al 2021)	Occupational therapy and psychological techniques, both targeted at improving functional neurological disorders associated with sensory processing, can assist in identifying sensory difficulties (Ranford, 2018). The application of tactile simulation techniques as a means of preventing apnea in premature newborns (Cramer et al 2021)
Sensory seeking	Give kids some tasks. For instance, bringing notes to class, erasing the board, or preparing the seating chart. You should let the youngsters use fiddle toys during activities that do not provide many opportunities for sensory input. It is best to seat youngsters at the rear of the classroom because this will provide them the most opportunity for simulation and reduce the likelihood that they will distract the other students (Witthoft et al., 2018).	The utilization of perceptual adaptations that affect the decision-making process begins with gathering evidence and ends with establishing a stop criterion. The procedure entails locating patterns of decisions that the stimulus reacts to via a random brain response. The observer then gathers information to support their conclusions (Witthoft et al., 2018).

Conclusion

Sensory Processing Disorder impairment is made up of problems that affect the auditory, visual, and tactile senses, as well as low registration and sensory seeking. Because of the effects of these situations on children, it is possible that they will not develop to their full potential, particularly in educational concerns. As a result, for children to achieve their goals in life, it is necessary to devise methods that guarantee they will obtain an education, just like any other typical child would.

References

Cramer, S. J., van Zanten, H. A., Boezaard, M., Hoek, P. M., Dekker, J., Hooper, S. B., & Te Pas, A. B. (2021). High variability in nurses’ tactile stimulation methods in response to apnoea of prematurity—A neonatal manikin study. Acta Paediatrica, 110(3), 799-804.

Hume, K., Steinbrenner, J. R., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B.,… & Savage, M. N. (2021). Evidence-based practices for children, youth, and young adults with autism: Third generation review.Journal of Autism and Developmental Disorders, 51(11), 4013-4032.

Milne, L. R., & Ladner, R. E. (2018). Blocks4All: Overcoming accessibility barriers to blocks programming for children with visual impairments. In Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems (pp. 1-10).

Ranford, J., MacLean, J., Alluri, P. R., Comeau, O., Godena, E., LaFrance Jr, W. C.,… & Perez, D. L. (2020). Sensory processing difficulties in functional neurological disorder: a possible predisposing vulnerability?. Psychosomatics, 61(4), 343-352.

Wild, G., & Steeley, S. L. (2018). A model for classroom-based intervention for children with sensory processing differences.International Journal of Special Education, 33(3), 745-765.

Witthoft, N., Sha, L., Winawer, J., & Kiani, R. (2018). Sensory and decision-making processes underlying perceptual adaptation. Journal of vision, 18(8), 10-10.

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