By Kathrina Bridges
Children with autism have greater severity of sensory difficulties. Having sensory processing disorders greatly affects students with Autism inside of the classroom. Children with Autism present severe difficulties regulating their senses in order to remain focus on the curriculum although best practices may be implemented in the classroom. Sweet (2010) found that children, who may have not yet learned how to independently compensate for sensory difficulties they experience, face challenges in focusing on learning in school. Sensory difficulties have been associated with emotional concerns, hyper-responsive sensory style in Autism was correlated with repetitive behaviors and have a tendency for sameness, decreased participation in activities and anxiety, and auditory filtering and under responsive/seeks sensation greatest impact on school functioning. The purpose of the study was to determine if students with Autism would benefit from implementing an in-class sensory activity schedule while using best practices for teaching students with Autism (curriculum, structure, routine and visual schedules).
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