THE THEORY OF SENSORY INTEGRATION
SCHOOL STRATEGIES FOR STUDENTS WITH ASD WITH SENSORY REACTIVITY PROBLEMS
Abstract
This article aims to verify which school strategies guided by Ayres' Theory of Sensory Integration can support the learning and school performance of students with ASD with sensory reactivity problems. Individuals with Autistic Spectrum Disorder (ASD) may have sensory processing difficulties that affect development, school engagement and learning. The presence of sensory dysfunctions was included among the ASD diagnostic criteria presented by the DSM-V, given its prevalence and impact on the individual's daily life. In this article, we analyze studies that deal with the main sensory processing disorders found in children with ASD and sensory integration strategies, which can be adapted to the school environment, to help in the sensory regulation of these children. Based on this research, we found that Ayres' Theory of Sensory Integration can contribute to the improvement of sensory modulation, with the development of skills, learning and school performance of students with ASD, in addition to expanding the possibilities of understanding for children in the teaching-learning process.
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