Twice-Exceptional and Special Populations of Gifted Students by Susan Baum

Author:Susan Baum [Baum, Susan]
Language: eng
Format: epub
ISBN: 978-1-4833-6111-6
Publisher: SAGE Publications
Published: 2004-03-06T00:00:00+00:00

Sensory Integration

Extreme sensitivity to some kinds of sensory stimuli is common among children with AS (Tupper, 1999). Atwood (1998) stated that sound and touch are the most common sensitivities and that, for many of these children, “ordinary sensations are perceived as unbearably intense. The mere anticipation of the experience can lead to intense anxiety or panic” (p. 129). This hypersensitivity causes problems for the children in their adjustment to school.

For example, some AS students don’t like the sound of the school bells, and others become aggressively oppositional when the teacher tries to coax them to join the class in an activity that involves touch. Those teaching gifted AS students would do well to respect these sensitivities and work with parents and therapists to teach AS students coping strategies. Some sensory stimuli can be avoided or minimized, but much of it cannot. Wearing silicone earplugs when needed or a headset with music may be enough of a sound barrier to assist some students. Others could benefit from sensory integration therapy to reduce their tactile defensiveness.

Sensory integration is a concept originally developed by Jean Ayres (1979), and it refers to the neurological process of taking in sensory information from the world, combining it with internal sensory information, and making adaptive responses to the environment. Adaptive responses are an essential component of getting through life. Tupper (1999) explained that the world is a constantly changing place to which most people respond spontaneously without thinking much and without a lot of stress. But, for people who misinterpret sensory information or who interpret sensory information slowly, the world is a much less predictable place and, therefore, much more frightening. They lack the means to respond easily. The more severe the sensory integration problem, the less tolerance a person has for stress and change. The individual may withdraw from or aggressively resist situations to keep from becoming overwhelmed. Since we are limited in how predictable we can make the world, we must work to increase their range of reactions—their flexibility. The aim of sensory integration therapy is to move people toward a wider repertoire of skills, “a more organized approach to the world” (Tupper, 1999).

Sensory integration therapy is designed to improve integration and reduce sensory sensitivity; it helps people organize, concentrate, attend, and anticipate and prepare for change. It can significantly increase a child’s adaptability and flexibility, thus facilitating his or her greater participation in educational programs. It is now believed that there is no age limit on receiving benefits from such therapy, though younger children typically show greater improvement (Ayres, 1979; Tupper, 1999).

Sensory integration therapy is designed by specially trained occupational therapists. It provides sensory experiences that target deficit areas. The goal of sensory integration therapy is to nudge along the development of targeted sensory systems. Some of the exercises can be easily taught to school personnel and parents so that the child can receive the benefits at school and at home. For instance, deep pressure stimulation like joint compressions or hand massage can be

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