Sensory Processing Disorders in Elementary School: Identification and Management Strategies for Teachers in Inclusive Classrooms

Sensory Processing Disorder (SPD) is a neurological disorder that causes complications in processing information from the 5 senses (taste, touch, sight, hearing, and smell). Unlike blindness or deafness, which is characterized as not receiving sensory information at all, an individual with SPD perceives senses abnormally (Sicile-Kira, 2010). The purpose of this research study was to determine how occupational therapists(OT) aid elementary teachers in becoming responsive to specific cases of SPD in ways that do not infringe upon the general education class environment. The study was guided by the question ‘How are occupational therapists able to assist teachers in making situation-based accommodations for students with SPD, while both accommodating their needs and not hindering the needs of the other students in the room?’ Data was collected through face-to-face interviews with three occupational therapists. Findings showed that sensory processing disorder manifests itself in three main ways; on a spectrum, through over-responsive behaviours, and through under-responsive behaviours. Additionally, it was found that using a whole class approach is often beneficial in order to motivate a student with SPD