在学校实践中使用艾尔斯感官集成®的职业治疗:呼吁采取行动
Colleen Cameron Whiting1, Sarah A Schoen2, Anita Bundy3
1Colleen Cameron Whiting, OTD, OTR/L, is Assistant Professor, Occupational Therapy Doctorate Program, Johnson & Wales University, Providence, MA; whitingcolleen@gmail.com.
概括
艾尔斯感官整合 (ASI) 对于那些在学校面临感官处理挑战的孩子来说至关重要. 职业治疗师可以在教育环境中有效地实施ASI原则,以支持学生的参与和学习.
科学领域:
- 职业治疗是一种职业疗法.
- 儿科的感官处理.
- 教育心理学教育心理学
背景情况:
- 感官整合挑战影响孩子们的学校参与和教育参与.
- 艾尔斯感官整合 (ASI) 是针对自闭症儿童的基于证据的干预措施,这些儿童有感官整合差异的新兴证据.
- 在学校环境中ASI的应用历来是有限的.
研究的目的:
- 倡导在学校中更多地使用ASI原则.
- 确定ASI在教育环境中的必要性和适当性.
- 评估ASI与教育法律和任务的一致性.
主要方法:
- 在学校环境中审查支持ASI的证据.
- 分析ASI与教育法律之间的协调.
- 在多层次支持系统中实施ASI的策略的开发.
主要成果:
- 对于感官集成和处理的干预措施属于基于学校的职业治疗.
- ASI原则可以在所有级别的支持系统中应用.
- 有证据支持ASI在学术环境中的可行性和好处.
结论:
- 职业治疗师应该在学校倡导ASI.
- 实施ASI原则可以增强对有感官需求的学生的支持.
- 对于解决教育中的感官处理挑战而言,ASI是合适和必要的.
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