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KA101- Erasmus Project Sensory Integration Practices in Education and Reducing Behavioral Problems of Autism Individuals Mobility Report

Jezik: EN

There are 6 autism classes and a total of 23 students with OIZ.

Some of the behavioral problems experienced by our students with autism make their lives and their parents' lives very difficult and keep them away from social environments. Based on this problem, a group of teachers working with our OIZ students and eager for projects related to innovative approaches in education conducted research on sensory integration practices. As a result of these studies, they wrote an Erasmus + project titled ’’ Sensory Integration Practices in the Education of Individuals with Autism and Reducing Behavior Problems ’’. 2018-1-TR01-KA101-052578, which was accepted by the National Agency of the European Union during the 2018 Proposal period, a group of 7 teachers from our institution received training in Marbella, Spain on 22 / 26.04.2019. During the mobility process, an ASPENDEM Private Education Institution was also visited.

In addition, an Etwinning Project was conducted with the active participation of 30 members, yabancı Step by Step to live with Sense Integration Hay, from different provinces of our country. With this project, sensory integration practices and knowledge and hardware competencies were observed both in Konya and in different cities of our country and in Europe, and awareness was raised on the importance of sensory integration studies in autism. Sensory integration practices between teachers working with autism students attracted attention in terms of results and functionality, and each school made an effort to open a sensory integration room in line with its own means. The sharing of activities and materials opened up new horizons for teachers, making the lessons more enjoyable, and the progress they saw in their students increased their professional motivation.

According to both the education and scientific studies and academic research we have conducted, ninety percent of the children with ASD show some degree of sensory processing dysfunction and these findings, which are evaluated with published studies, have started to confirm the prevalence and types of a sensory processing disorder in autism (2007, 2007). ) data were obtained. Autism Spectrum Disorder is a congenital neurodevelopmental disorder that occurs during the first years of life. Autism is thought to be caused by some nervous system problems affecting the brain's nervous structure or functioning. Children with autism experience impulse control problems when exposed to stimuli. There are some behavioral problems frequently encountered by teachers and their families working with students with OIZ. Biting hands, eating raw meat, play dough, uhu and so on. eating, combing hair, resisting nail cutting, shaving, making meaningless sounds, closing your ears, resisting wearing only certain clothes or dressing, rubbing your hands on special body areas, sniffing, spitting, aggression. As a result of these behavioral problems, their negative reactions from the outside make their communication weaker and increasingly out of social environments. Sensory integration applications provide an organized answer by understanding, interpreting and integrating the sensory information received from the body and environment of the individual in the brain. In order to strengthen the inter-sensory organization and reduce many of the behavioral problems mentioned above, sensory integration practices are useful.
Sensory integration studies on ASD, which we do not have precise information about the causes of, but we are open to all innovations to combat, are a new and effective method supported by scientific researches in the education of autistic individuals and in reducing behavioral problems. It is our opinion that it is very useful for both students and teachers to increase the competence of in-service training organized by our General Directorate instead of random and personal efforts of the teachers who want to teach with innovative approaches in their classrooms. We also believe that in every special education school, furnishing a sensory integration room with the state will provide equal opportunities in education for our special students. In recent years, special education, Special Education and Guidance Services in Turkey has covered a serious distance the work of the General Directorate and signature of the new working day by day are discarded. In this sense, it is our greatest wish that sensory integration practices will become widespread in our country.

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