The aim of applying sensory integration therapy is to raise awareness of the comprehensive problem of its dysfunction. Application of therapy for the purpose of mastering the best possible life functioning. Organization of workshops for providing adequate assistance to people with sensory impairments.
National
Montenegro
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It addresses urban-rural linkages
It refers to other types of transformations (soft investment)
No
No
Yes
As an individual
First name: Bojana Last name: Šćepanović Gender: Female Nationality: Montenegro If relevant, please select your other nationality: Montenegro Address (country of permanent residence for individuals or address of the organisation)<br/>Street and number: Mojkovačka 24 Town: Podgorica Postal code: 81000 Country: Montenegro Direct Tel:++38269480102 E-mail:bojanascepanovic5@gmail.com
Social media handle and associated hashtag(s): facebook, instagram
The term sensory integration was introduced by Jean Ayres sometime in 2002
She observed the process of non-integrated sensory inputs in children of preschool and school age
Sensory integration is the process of organizing sensory stimuli from the environment that sorts, distributes and combines all stimuli for better brain functioning.
It represents a set of all senses organized into one.
It happens automatically.
It is created in the prenatal period
After birth, the child follows its mother with its gaze. In the later period, it turns to sounds from the environment, where adaptive actions begin to be created.
At the age of two months, the baby tries to turn over on its stomach - it adopts this action at the age of four months
In the sixth month, he lies on his stomach - performs rotational movements
During the period of crawling, he resists gravity - he tries to stand up and stand on his toes
In a period of up to a year, adaptive and purposeful actions are created
Adaptive actions are a response to sensory, tactile, stimulating stimuli from the environment.
Insufficiently adopted adaptive actions as well as unintegrated primitive reflexes can lead to disturbances in sensory processing.
sensory integration
sensory integration dysfunction
sensory room
sensory integration therapy
sensory integration therapist
Sensory integration:
- The process of organizing sensory stimuli from the environment
- It sorts, distributes and combines all stimuli for better brain functioning
- It represents a set of all the senses organized into one unit and it takes place automatically
- Then it turns to sounds from the environment
- At two months, the baby tries to turn onto its stomach - it adopts this action at four months
- In the sixth month, he lies on his stomach - performs rotational movements
- During the period of crawling, he resists gravity - he tries to stand up and stand on his toes
- In a period of up to a year, adaptive and purposeful actions are created
- Adaptive actions are a response to sensory, tactile, stimulating stimuli from the environment
Sensory integration disorder:
- Problem in navigating the world around you
- Poor functioning
- Hyperactive or hypoaquinous
- Behavioral problems - oversensitive, aggressive, destructive, reacts violently to a change in routine and activity
- Weak muscle tone
- Unintelligible speech
- Immature game - according to the signs
- Insufficiently developed gross and fine motor skills
- Not finding your way in space - orientation right - left, up - down, in front - behind, forward - back
- There is no fear of the environment
Sensory integration treatment
- The main idea of the treatment, which is carried out by a sensory therapist educated and trained for this type of treatment, is the management of sensory input, especially from the vestibular system of muscles, joints and skin.
-Adaptive reactions that integrate those stimuli are gradually created
-Therapy is purposeful when the child has the initiative to play while the therapist unobtrusively determines the environment
- Children with sensory integration disorder often avoid following their inner drive where the therapist encourages them and uses their knowledge, skills and toys that will contribute to the child's progress
By providing everyday information related to sensory integration, its dysfunction, the inability to recognize it. Providing an insight into the operation of the sensory room. Its application and impact on overall child development. Facilitating children's creativity through play and approaching the problem the way the child needs it most. Create a positive atmosphere of acceptance and understanding of the given problem.
The innovativeness of the sensory room, as well as its application both in children at an earlier age and in later years up to adolescence, provides a complete possibility of improving the condition of people with sensory disorders. Providing the highest possible quality of work and the adoption of sensory stimuli, through various activities designed individually for everyone, enables accessibility to those who need it the most and for whom it is intended.
Establishing a way of working and informing citizens about the very existence of a sensory room that will provide convenience, treatment, therapy through staying in it.
They were not included. The existence of the initiative has an innovative character that has not yet been recognized or implemented by any organization.
Faculty education in the sphere of upbringing and education of children of preschool age has always awakened in me the desire to work with children with a special educational plan and program. Family experience and motivation to find everyday activities that are beneficial for the child's development. Daily encounters with children through kindergarten, school and private practice showed me the way to find a new way of learning and teaching.
The Vocational School in Serbia - Belgrade, the College of Social Work - Majoring in Sensory Therapist gave me the opportunity to supplement and increase my knowledge.
The experiences I gained during many years of studying and working with children of typical and atypical development indicated the need for designing an innovative way of education and upbringing. Providing activities through the sensory room, both to children of typical development with sensory disorders and to children of atypical development with sensory disorders (ADHD, Autism, Dyslexia, Dysgraphia, Developmental Dysphasia, Alalia, Apergen, Down's syndrome...) enables help in getting used to various life obstacles and bringing sensors into balance.
Every child needs to learn and create through play. Someone acquires knowledge more easily, and someone needs to go a long way to the knowledge itself. The task of the sensory therapist is reflected in understanding the activities that are characteristic of only one child, because the same activity cannot be receptive for another child with the same sensory disorders. The role of the sensory therapist is that through unhindered exploration of the sensory room, the child finds a way to make it easier for himself and enable better coping with everyday life challenges. How through the labyrinth, tromboline, slouching room, light effects, sound stimuli, the child finds his way to those activities that will bring him into balance.
The knowledge gained through working with children of typical and atypical development influenced the possibility of transferring experience both through direct work with them and through the provision of guidelines, seminars, and necessary materials. In the era of great electronic literacy, where children spend much more time in front of TV, computers, laptops, telephones, it affects children's inability to play and be active. It is not typical for children to spend time sitting, but playing and exploring their surroundings. The impact of sensory play is reflected in providing children with the stimuli they need for better growth and development.
The method of implementation is reflected in the application of sensory activity through a sensory room. Access to children is reflected in the application of the one-on-one principle until the moment when it suits the child best. Group treatments can only be acceptable when the children have a similar sensory problem.
Through activities in the sensory room intended for children with sensory disabilities (typical and atypical development), we create an atmosphere of influencing the problems themselves. Allowing children with sensory disabilities to be accepted and learn to live with them provides security for their independence and training for life's challenges. Daily work with children with sensory disorders enables the development of preserved potential as well as the improvement of those potentials that need sensory stimulation.
Creating independence in children provides a basis for learning what they will do in life. Designing activities creates critical, creative and innovative thinking.
Solving problems starting at an early age helps create an adult capable of independent living.
Every beginning is hard. Being preoccupied with new things is something that has always been a challenge for me and the need to provide something new and very necessary for children with typical and atypical development. The driving force behind all work is the children's need to be who they are and to be what they need to be in order to develop in all the potential they need.
The development of the initiative is reflected in the fact that there is a need for a sensory room through which children could receive the treatments needed to help them.
In the context of European standards in education and the need to keep up with European and global trends in inclusive education, there is a great need for sensory therapy. In this way, a great contribution is made not only to the education of children with typical development, but the emphasis is placed on children with atypical development. Therefore, it is a big step for the entire society, which in this way sees the problem that it is facing more and more every day.
