Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Détail de l'auteur
Auteur Elizabeth K. JONES |
Documents disponibles écrits par cet auteur (1)
Faire une suggestion Affiner la recherche
Distraction, distress and diversity: Exploring the impact of sensory processing differences on learning and school life for pupils with autism spectrum disorders / Elizabeth K. JONES in Research in Autism Spectrum Disorders, 72 (April 2020)
[article]
Titre : Distraction, distress and diversity: Exploring the impact of sensory processing differences on learning and school life for pupils with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth K. JONES, Auteur ; Mary HANLEY, Auteur ; Deborah M. RIBY, Auteur Article en page(s) : p.101515 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder ASD Sensory Education Classroom Learning Index. décimale : PER Périodiques Résumé : Background Many individuals with Autism Spectrum Disorders (ASD) experience sensory differences that impact daily functioning. This study aimed to capture parent and teacher perspectives on how sensory differences affect learning and life at school for pupils with ASD. Method Fifty-seven parents and seventy UK teachers completed a bespoke online questionnaire that focused on the type of sensory experiences encountered at school and how these experiences impacted learning and school life for autistic pupils. Results Despite considerable heterogeneity in the experiences perceived as enjoyable or distressing, parents and teachers reported that sensory experiences at school were frequently negative. Data indicate that it was largely negative sensory experiences that impacted learning, in turn causing distraction, anxiety and limited participation. Although five teachers highlighted positive sensory experiences, the examples offered focused on children’s ability to engage in classroom activities, once their sensory needs had been met (e.g. using weighted blankets). Factors including predictability of sensory input, school resources, and staff knowledge minimized sensory disruption. Conclusions According to teachers and parents, sensory experiences significantly impact learning and school life for autistic pupils and these findings can inform teacher training and intervention development. En ligne : https://doi.org/10.1016/j.rasd.2020.101515 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=420
in Research in Autism Spectrum Disorders > 72 (April 2020) . - p.101515[article] Distraction, distress and diversity: Exploring the impact of sensory processing differences on learning and school life for pupils with autism spectrum disorders [Texte imprimé et/ou numérique] / Elizabeth K. JONES, Auteur ; Mary HANLEY, Auteur ; Deborah M. RIBY, Auteur . - p.101515.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 72 (April 2020) . - p.101515
Mots-clés : Autism spectrum disorder ASD Sensory Education Classroom Learning Index. décimale : PER Périodiques Résumé : Background Many individuals with Autism Spectrum Disorders (ASD) experience sensory differences that impact daily functioning. This study aimed to capture parent and teacher perspectives on how sensory differences affect learning and life at school for pupils with ASD. Method Fifty-seven parents and seventy UK teachers completed a bespoke online questionnaire that focused on the type of sensory experiences encountered at school and how these experiences impacted learning and school life for autistic pupils. Results Despite considerable heterogeneity in the experiences perceived as enjoyable or distressing, parents and teachers reported that sensory experiences at school were frequently negative. Data indicate that it was largely negative sensory experiences that impacted learning, in turn causing distraction, anxiety and limited participation. Although five teachers highlighted positive sensory experiences, the examples offered focused on children’s ability to engage in classroom activities, once their sensory needs had been met (e.g. using weighted blankets). Factors including predictability of sensory input, school resources, and staff knowledge minimized sensory disruption. Conclusions According to teachers and parents, sensory experiences significantly impact learning and school life for autistic pupils and these findings can inform teacher training and intervention development. En ligne : https://doi.org/10.1016/j.rasd.2020.101515 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=420