Summary of Event:
An increasing number of children find it difficult to concentrate and attend in a typically, stimulating classroom environment. The behaviours that children use to help them focus will often be disruptive in that they will fidget, wriggle, wander, bump and shuffle, which not only restrict their own learning potential, but disrupt and distract other class members, causing antagonism and alienation.
We will explore whether these disruptive strategies have a sensory basis and explore how we can modify these methods to help children regulate their own arousal and alertness levels. The principles are based on Sensory Integration and the Alert Programme for self-regulation (Williams & Shellenberger, 1996).
We will suggest resources, strategies and interventions that can be used to alleviate the distress caused by an out-of-synch sensory system, teaching self-regulation where this is appropriate.
Learning Outcomes
To understand how sensory differences can impact on attention/concentration in the classroom.
To utilise theories of sensory Integration to explain this imbalance.
To recommend resources, strategies and interventions that can be used to alleviate the distress caused by an out-of-synch sensory system. How to improve concentration and attention processing differences.
Training led by Lois Addy
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