The Teachers’ Perceptions of Sensory Integrations and the Effects They Have in the Classroom in Grades Kindergarten Through 8th Grade.

Elizabeth Daniel

Co-Presenters: Individual Presentation

College: College of Education

Major: Special Education: Learning & Behavioral Disabilities

Faculty Research Mentor: Janet Fike

Abstract:

The purpose of this study was to analyze teachers’ perceptions of sensory integration in the classroom in kindergarten through eighth grade. The study evaluated whether teachers perceived an increase in self-regulation, behavior, and academic success through the integration of sensory breaks. Twenty-five educators teaching in grades kindergarten through eighth grade who were enrolled in a master's program for students with disabilities at Kean University in Union, New Jersey were given a survey consisting of 20 Likert scale questions. This survey was directed to gain a better perspective of their experiences regarding sensory integration for all students, both with and without disabilities. The results of the survey showed a range of perspectives with a consensus regarding the positive effects of sensory integration on self-regulation, behavior, and academics within their classrooms.