Title: GUIDE TO SPD (Sensory Processing Disorder)
Type of the resource: Handbook/Guide/Manual
Funded by: Irish Neonatal Health Alliance
Authors:
Type of disability: ALL TYPES
Target education level: Early childhood
Primary education
Language(s): English
IPR: Yes
OER: Yes
Overall objectives of the inclusive learning resource
Inclusive learning intervention logic: (What are the overall broader objectives to which the action will contribute?)
We see things, we hear things, we touch things, we experience gravity, and we use our bodies to move around in the world. All the sensory input from the environment and from inside our bodies works together seamlessly so we know what's going on and what to do. This handbook explain all the senses and give you support if a child suffers from sensory processing disorder.
Objectively verifiable indicators of achievement: (What are the key indicators related to the overall objectives?)
Sources and means of verification: (What are the sources of information for these indicators?)
Risks and Challenges:
Specific purpose of the inclusive learning resource
Inclusive learning intervention logic: (What specific objective is the resource intended to achieve to contribute to the overall objectives?)
Sensory integration is something most of us do automatically. Usually, sensory input registers well and gets processed in the central nervous system, which in turn integrates it smoothly with all the other senses. This process lets us think and behave appropriately in response to what's happening inside and around us.
When we look at Development and the process of learning new skills there is a hierarchy of developmental processes which must be developed before the actual skill of for example using a spoon to feed oneself, sit and concentrate in class, tie a shoe lace can be achieved.
Objectively verifiable indicators of achievement: (Which indicators clearly show that the objective of the actions/resource has been achieved?)
Sources and means of verification: (What are the sources of information that exist or can be collected? What are the methods required to get this information?)
Risks and Challenges: (Which factors and conditions outside the user's responsibility are necessary to achieve that objective? (external conditions)) Which risks should be taken into consideration?
Expected results on implementation of the resource
Inclusive learning intervention logic: (The results are the outputs envisaged to upscale. What are the expected results?)
Objectively verifiable indicators of achievement: (What are the indicators to measure whether and to what extent the action/resource achieves the expected results?)
Sources and means of verification: (What are the available sources of information for these indicators?)
Risks and Challenges: (What external conditions must be met to obtain the expected results on schedule?)
Activities
Inclusive learning intervention logic: (What are the key activities to be carried out and in what sequence in order to reach the expected results?)
Introduction
What is Sensory Processing Disorder?
6 Sensory Motor Questionnaire for Parents
Sensory Related Skills
Characteristics of Tactile Dysfunction
Characteristics of Vestibular Dysfunction
18 Characteristics of Proprioceptive Dysfunction
Characteristics of Visual Dysfunction
Characteristics of the Auditory Sense
Diagnosing the Problem
What can Parents do to help the Sensory Child?
Glossary of Sensory Processing Disorder terms
Recommended Reading
Online Resources
Objectively verifiable indicators of achievement: (What are the means required to implement these activities, e.g. personnel, equipment, training, studies, supplies, operational facilities, etc.)
Sources and means of verification: (What are the sources of information about action progress?)
Risks and Challenges: (What pre-conditions are required before the use of the resource starts? What conditions outside the user's direct control have to be met for the implementation of the planned activities?)
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