Meeting the sensory needs of young children with Autism Spectrum Disorder can be challenging for special education teachers and staff. Children with ASD often experience sensory processing challenge, in turn impacting their ability to participate in daily occupations such as play (Schaff, et al., 2018). Evidence reveals that teachers have varying comfort and competence levels with implementing sensory interventions within the classroom (Noddings, 2012). In order to address these challenges, training and implementation programs need to meet the needs of special education teachers and students. Occupational therapy practitioners utilize their expertise in order to work collaboratively with teachers to allow students with ASD learn in the least restrictive environment. This two-phased proposed program, “Preschool teacher training and education to support the integration of sensory-based curriculum to improve play skills” (PTTE-SI), will provide special education teachers and staff with the knowledge necessary to accommodate each student’s sensory needs throughout the school day. The first phase of the program will occur over three, one-hour in-service sessions within the integrated preschool classroom. Phase two of the program, the implementation phase, will occur over 8 weeks. During this phase the special education teachers and staff will have the opportunity to implement what they learned during training. The occupational therapist and special education teacher will consult weekly in order to adjust sensory programming to meet each individual student’s needs. Goals for the special education teachers and staff include increasing confidence and competence related to knowledge on sensory processing behaviors and needs and increased ability to implement sensory activities into the curriculum. For students, the goal is to decrease undesired behaviors and increase play opportunities throughout the school day. In the long term, the goal is to improve student play skills. This program aims to provide teachers with the necessary resources and evidence-based teaching approaches to support students with ASD within the natural context.
| Identifer | oai:union.ndltd.org:bu.edu/oai:open.bu.edu:2144/42999 |
| Date | 10 September 2021 |
| Creators | Joyce, Rachel |
| Contributors | Stone, Lauren, Jacobs, Karen |
| Source Sets | Boston University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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