In Need of Review: Developing Sensory Provision in Northern Ireland's Mainstream Primary Classrooms

Autor/inn/en	Beck, Gillian J.; O'Connor-Bones, Una; Gracey, Jackie; Kelly, Greg; Walsh, Glenda
Titel	In Need of Review: Developing Sensory Provision in Northern Ireland's Mainstream Primary Classrooms
Quelle	In: Journal of Research in Special Educational Needs, 21 (2021) 3, S.268-279 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Beck, Gillian J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
DOI	10.1111/1471-3802.12519
Schlagwörter	Sensory Integration; Special Needs Students; Special Education; Elementary School Students; Holistic Approach; Administrator Attitudes; Special Education Teachers; Faculty Development; Barriers; Occupational Therapy; Cognitive Processes; Personal Autonomy; Intervention; Student Attitudes; Mainstreaming; Foreign Countries; United Kingdom (Northern Ireland) + Suchen Sie Ihr Suchwort? Sensorische Integration; Sonderpädagogischer Förderbedarf; Special needs education; Sonderpädagogik; Sonderschulwesen; Holistischer Ansatz; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Beschäftigungstherapie; Cognitive process; Kognitiver Prozess; Individuelle Autonomie; Schülerverhalten; Ausland
Abstract	The impact of Sensory Processing Difficulties across a range of Special Educational Needs is well researched. More recently, the impact on children's mental health and well-being, linked with anxiety, depression and self-injurious behaviours, have redirected international research to consider the holistic benefits of sensory provision, for those with special educational provision and the wider classroom population. A SMART SURVEY was designed to collate empirical evidence regarding current sensory awareness and provision in mainstream primary schools throughout Northern Ireland, in a time efficient manner. Out of 809 schools, 164 (20.27%) fully completed the online survey. Findings indicate that Special Educational Needs Coordinator confidence in developing practice, supporting staff and children was limited and impaired by insufficient and inconsistent training opportunities. While healthcare research recommends provision by trained professionals, Occupational Therapy input was limited (n = 34; 24.8%), resulting in practice that could be detrimental rather than beneficial to children's progress. Respondents identified a need for sensory training for teachers (n = 124; 93.94%) to ensure that the impact of Sensory Processing Difficulties on the holistic development of all children is understood. Pupil voice was undervalued (n = 5; 3.6%). Active involvement of children in the process of evaluation and intervention is recommended to enhance pupil autonomy and well-being. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01