| CODE | CSD5005 | ||||||
| TITLE | Sensory Processing as a Foundation for Learning | ||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||
| MQF LEVEL | 7 | ||||||
| ECTS CREDITS | 5 | ||||||
| DEPARTMENT | Human Communication Sciences and Disorders | ||||||
| DESCRIPTION | The study-unit delves into the fundamentals of sensory processing theory and its application in practice for students with neurodiverse abilities and needs. It starts by introducing the student to sensory integration, describing the sensory systems and how they characterise human functional ability and influence the learning process. It then moves on to explain the classification of sensory processing disorders and how these affect behaviour and learning. In this way participants can understand the relationship between sensory processing and behaviour. Finally it provides the students with an opportunity to discuss solutions to sensory challenges in the early, primary and post primary school years, employing concepts of universal design from a sensory perspective. Sensory interventions in line with a tiered model and collaborative practices are presented, explained and discussed. Through this study-unit participants integrate sensory processing theory with childhood occupations and learning outcomes of the national curriculum including the emergent curriculum. Study-Unit Aims: The study unit aims: - To equip students with a clear understanding of how sensory systems work; - To provide students with an understanding of the role of the sensory systems in the process of learning; - To elicit and consolidate observation skills related to sensory processing behaviours and patterns in neurodiverse children; - To enable students to develop competence in the choice of and application of universal sensory strategies to the everyday sensory processing needs of children in the classroom from preschool to post secondary education; - To enable students to develop competence in the choice of and application of more specific sensory processing strategies that are effecting the learning needs of children with neurodiverse profiles. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Define sensory integration and sensory processing disorders; - Recognise the functions of the sensory systems and how they support the learning of children; - Classify sensory processing difficulties into the main types and subtypes; - Describe the characteristics of the different sensory processing challenges children face in the school system; - Identify the importance of the physical and social environment in supporting the needs of neurdiverse children in the classroom and school. 2. Skills: By the end of the study-unit the student will be able to: - Translate sensory processing theory into classroom practices; - Establish a basic and working knowledge of sensory processing theory within the relevant curriculum at different levels of the school system; - Demonstrate the use of practical tools that can be used to enhance the participation of neurodiverse childhood populations in their daily occupations in the home, the school and in the community. Main Text/s and any supplementary readings: Main Texts: - Ayres, A. J., & Robbins, J. (2005). Sensory integration and the child: Understanding hidden sensory challenges. Western Psychological 福利在线免费. - Biel, L., & Peske, N. (2009). Raising a sensory smart child: The definitive handbook for helping your child with sensory processing issues (Rev. ed.). Penguin Books. - Dunn, W. (2009). Living sensationally: Understanding your senses. Jessica Kingsley Publishers. - Fuge, G., & Berry, R. (2004). Pathways to play!: Combining sensory integration and integrated play groups: Theme-based activities for children with autism spectrum and other sensory-processing disorders. Autism Asperger Publishing Company. - Kranowitz, C. S. (2022). The out-of-sync child: Recognizing and coping with sensory processing differences (3rd ed.). National Geographic Books. - Mauro, T. (2014). The everything parent's guide to sensory processing disorder: The information and treatment options you need to help your child with SPD (2nd ed.). Simon & Schuster. - Miller, L. J., & Fuller, D. A. (2007). Sensational kids: Hope and help for children with sensory processing disorder. Penguin Books. - Missiuna, C. (2013). Children with developmental coordination disorder: Strategies for success. Routledge. - Roley, S. S., Blanche, E. I., & Schaaf, R. C. (2001). Understanding the nature of sensory integration with diverse populations. Therapy Skill Builders. - Schaaf, R. C., & Mailloux, Z. (2015). Clinician's guide for implementing Ayres sensory integration庐: Promoting participation for children with autism. Academic Press. - Students will have access to the latest reading materials on the VLE, including weekly journal articles, online resources, course materials, and handouts prepared by the course coordinator. |
||||||
| ADDITIONAL NOTES | Pre-requisite Qualification: Entry requirements | ||||||
| STUDY-UNIT TYPE | Lecture | ||||||
| METHOD OF ASSESSMENT |
|
||||||
| LECTURER/S | |||||||
|
The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
|||||||