Title: Improving the quality of life through a Sensory Intervention Programme

a. Background / introduction This poster and presentation explores the sensory difficulties exhibited by children with an autistic spectrum disorder and raises awareness of the possible significance of these difficulties on... [ view full abstract ]

a. Background / introduction
This poster and presentation explores the sensory difficulties exhibited by children with an autistic spectrum disorder and raises awareness of the possible significance of these difficulties on the children’s learning and behaviour. It describes the action research that took place in a special school and looks at the positive impact of sensory intervention activities.
b. Rationale
Working at a special school for children it became evident that there was a rapid rise in the number of children with autism attending the school. As a result, the school highlighted the need to review the curriculum and introduce more sensory and therapeutic approaches to support the children.
c. Main points
The research project:
• Investigated the prevalence of sensory difficulties through parent and practitioner questionnaires.
• Considered how sensory processing in children with autism impacted on the child’s ability to access the learning environment and on their behaviour.
• Developed a programme of sensory experiences for children with autism to maximise learning opportunities.
• Measured the impact of such a programme through observation checklists and interviews with practitioners.

d. Conclusions
The project raised awareness of sensory difficulties with practitioners working with children with autism. Staff developed a greater understanding of how sensory processing in children with autism impacts on the child’s behaviour and their ability to access the learning environment.
This knowledge enabled us to provide sensory experiences to maximise learning opportunities.

There is no conflict of interest. I followed the guidelines on ethics, produced by the British Education Research Association (BERA), both on the way data was gathered and the dissemination of the project. The research... [ view full abstract ]

There is no conflict of interest.
I followed the guidelines on ethics, produced by the British Education Research Association (BERA), both on the way data was gathered and the dissemination of the project.
The research involved working with children that have autism and it was clear they would not understand the issues and be able to give consent. The informed consent of parents/ carers was considered therefore to be critical. Parental consent in writing was obtained in which they agreed to their involvement in the research, for the involvement of their child and for the use of any data collected.
Reassurance was given that their names and the names of their children would be omitted to ensure confidentiality and care would be taken when writing the report to keep the identities of participants unrecognisable. Colleagues were also informed of the project and given the same reassurances.
To ensure a balanced view findings were verified through the use of triangulation and discussion with respondents aimed to give sensitive feedback. The primary source of evidence was quantitative through the use of the parent/carer questionnaires and these were then collaborated with qualitative methods.
The sensory activities undertaken by the children participating in the project were designed to be as enjoyable and rewarding as possible.