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Albin, Chloe M. – Journal of Dance Education, 2016
There are various forms of therapies for children with disabilities, including physical therapy, speech therapy, and alternative therapies such as music and dance therapy. Each form of therapy has its benefits for those with disabilities, but ultimately the success of the therapy rests on the attention paid to the individual. Especially for…
Descriptors: Movement Education, Dance Education, Dance, Down Syndrome
Luborsky, Barbara – NAMTA Journal, 2014
Barbara Luborsky explores the commonalities between occupational therapists and Montessori guides, such as their focus on the prepared environment, following the child, task analysis, and multi-sensory learning. She describes many types of sensory processing disorders including their symptoms, treatment, and the many resources and adaptations that…
Descriptors: Occupational Therapy, Montessori Method, Educational Environment, Task Analysis
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Pope, Michelle; Breslin, Casey M.; Getchell, Nancy; Liu, Ting – Journal of Physical Education, Recreation & Dance, 2012
Some of the characteristics and behaviors of children with autism spectrum disorder (ASD), such as difficulty with social interactions and sensory integration, make physical education instruction difficult. Children with ASD also encounter movement difficulties, such as motor-planning and anticipatory deficits. One way to enhance the ability of…
Descriptors: Physical Education, Autism, Sensory Integration, Skill Development
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Griff, Edwin R; Kane, Thomas C. – Advances in Physiology Education, 2010
Insects have many interesting behaviors that can be observed in an introductory biology laboratory setting. In the present article, we describe several reflexes using the housefly "Musca domestica" that can be used to introduce students to sensory and motor responses and encourage them to think about the underlying neural circuits and integration…
Descriptors: Entomology, Biology, Perceptual Motor Learning, Introductory Courses
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Excell, Lorayne; Linington, Vivien – South African Journal of Childhood Education, 2011
A literate child is one who is able to read, write, speak and listen. Literacy begins at birth, and continues steadily as children develop. The explicit processes that form emergent literacy are for example, phonemic awareness, letter and word recognition, vocabulary enrichment and structural analysis. These literacy practices are well documented…
Descriptors: Emergent Literacy, Play, Child Development, Phonemic Awareness
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Flach, Rudiger; Haggard, Patrick – Journal of Experimental Psychology: Human Perception and Performance, 2006
In the cutaneous rabbit effect (CRE), a tactile event (so-called attractee tap) is mislocalized toward an adjacent attractor tap. The effect depends on the time interval between the taps. The authors delivered sequences of taps to the forearm and asked participants to report the location of one of the taps. The authors replicated the original CRE…
Descriptors: Etiology, Stimuli, Ethology, Intervals
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Bagdi, Aparna; Vacca, John; Waninger, Kendra N. – Dimensions of Early Childhood, 2007
All children have their own unique ways of interacting with their environments, connecting with people around them, and learning about their world. Babies take in information from their senses and use this information to respond to people and events. Children's daily experiences facilitate integration of their senses. These early sensory…
Descriptors: Child Caregivers, Infants, Toddlers, Sensory Integration
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Williams, M. F.; Jacobson, W. H. – Journal of Visual Impairment and Blindness, 1989
The article describes the neurolinguistic programing model and applies it to teaching orientation and mobility skills to congenitally blind students, who have access to only the auditory and kinesthetic primary systems. Understanding the effects on thought of limited representational systems can help trainers teach more effective cane or dog guide…
Descriptors: Blindness, Cognitive Processes, Congenital Impairments, Linguistics
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Young, Susan B. – Occupational Therapy in Health Care, 1987
Movement is Fun is a preschool movement program developed by an occupational therapist. Based on sensory integration theory and using movement education concepts, the program's goal is to enhance normal development in 3- to 5-year-old children and provide a vehicle for early identification of developmental delays. (Author/KM)
Descriptors: Early Identification, Handicap Identification, Movement Education, Occupational Therapy
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King, Lorna Jean – Occupational Therapy in Health Care, 1987
The Developmental Day School, a 4-year-old demonstration school in Phoenix, is described. The curriculum is based on neurodevelopmental, sensory integrative principles. An interdisciplinary staff integrates communication, daily living, academic, sensorimotor and music components. Self-stimulating behaviors are handled by analyzing the child's…
Descriptors: Autism, Children, Communication Problems, Demonstration Programs
Gleason, Joni J. – Techniques, 1987
The School and Home Enrichment Program for Severely Handicapped Children includes 332 activities. Focus is on the development of sensory responsiveness, eating skills, fine motor skills, gross motor skills, expressive language, receptive language, personal hygiene, dressing, and social interaction that can be used by parents or teachers as a…
Descriptors: Daily Living Skills, Elementary Education, Elementary Secondary Education, Enrichment Activities
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Hamill, Janet S. – Occupational Therapy in Health Care, 1987
A plan is described for effective parent involvement in occupational therapy for the child with sensory integrative dysfunction. Consideration is given to levels of parent-child interaction and parents' ability to accept the child's difficulties. Purposes of parental participation are outlined and a model for evaluation and intervention is…
Descriptors: Adjustment (to Environment), Children, Intervention, Learning Disabilities
Goodrich, Judy A.; Kinney, Patricia G. – 1985
Intended to assist teachers as they assess, plan for, and teach deaf blind students, this manual describes a process for adapting curricula for students who function within the 0-24 month developmental period, also known as the sensorimotor period. The manual's first section provides an overview of project activities including the literature…
Descriptors: Concept Formation, Curriculum Development, Curriculum Enrichment, Deaf Blind
Buzolich, Marilyn Jean – 1986
The paper discusses the use of computer technology with severely physically disabled children to facilitate sensory-motor development and enable acquisition of the cognitive prerequisites for augmentative communication. Following a discussion of theoretical perspectives on communicative and cognitive development, the characteristics of children…
Descriptors: Case Studies, Cerebral Palsy, Cognitive Development, Communication (Thought Transfer)