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Description
In this project we deal with equal educational opportunities for children with sensory integration disorders. The project is implemented in in selected kindergartens and schools in the City of Cracow. Sensory processing problems are common in children. Despite growing awareness of this topic, it is not yet widely known. It is still a common belief in the society that children who are hyperactive and react to stimuli more strongly than their peers are naughty or badly behaved, and that children who avoid stimuli are spoiled or lazy. Adults often punish and reprimand these children, reinforcing the children''s exclusionary mechanisms. As a result, these children are often rejected by the group. The school or kindergarten building is often a discriminating factor. Loud bells, disastrous acoustics, harsh lighting or lack of opportunities for soundproofing, make it difficult for children with sensory integration disorders to understand information and instructions, and make them overstimulated and stressed. Measurements carried out in 2017 at a school in Warsaw by the Central Institute for Labour Protection showed that the average sound level often exceeded the maximum noise level for juvenile workers (80 dB). Peak levels reached up to 115 dB! As part of the project we will conduct training for teachers, parents and grandparents. We will evaluate the educational facilities and develop guidelines and tools to prevent discrimination. We will provide the specialist support needed to initiate and sustain change. We will conduct workshops on identification and communication of needs for children. The direct beneficiaries of the project are children aged 3-15 with sensory integration disorders, their parents, carers, teaching and pedagogical staff. Indirect beneficiaries are people interested in the topic who will come across information about the project through publications on websites and social media.
Summary of project results
The project concerned equalizing educational and upbringing opportunities for children with sensory integration disorders, including problems of discrimination and the threat of social exclusion that children experience both from peers, in the family, in schools and kindergartens from unaware teachers and educators, and due to environmental maladjustments.
The project also responded to the maladjustment of schools and kindergartens. School or kindergarten buildings are often a discriminatory factor against children with sensory disorders. Loud bells, poorly or not at all acoustically soundproofed corridors, canteens, bright light, too many pictures hanging on the walls in the rooms, little variety of teaching resources, inability to calm down make children with sensory difficulties have a reduced chance of understanding instructions and information. provided by the teacher, they are overstimulated and stressed.
In the social sphere, these children''s impulsive reactions and tactile defensiveness are met with a lack of understanding from teachers, parents and peers, and the children are rejected by their peer group. The project was intended to familiarize various communities with the mechanisms of SI disorders and to minimize discriminatory and exclusionary behavior.
As part of the project:
- we conducted training for school and kindergarten staff to raise awareness of sensory integration disorders
- we conducted an information campaign in social media regarding the problem of discrimination in schools due to sensory integration disorders
- we conducted workshops for parents, guardians and grandparents to raise awareness of the child''s feelings, sensory needs, and techniques to prevent the escalation of the problem
- we conducted Social Skills Training Workshops for children affected by the problem and their peers;
- we have developed evaluation tools (survey and questionnaires) to estimate the severity of the problem in a given school and the results of actions;
- we have developed publications: an information folder for directors, an information brochure on Sensory Integration, one-sheet cheat sheets for staff and parents, pictograms with exercises helpful in the most common SI disorders
- we equipped cooperating schools with sensory and acoustic materials.
The project produced numerous results for many target groups. The direct recipients of the project were children, their parents and guardians, teaching and educational staff, and the management of schools and kindergartens in the city of Krakow. The project allowed children to raise awareness of their own feelings and sensory needs, and improved their ability to express their needs in a socially acceptable way and respond appropriately to the needs of others. The project raised the awareness of all mentioned groups regarding sensory integration disorders. Through training, teaching and educational staff, especially from kindergarten classes and grades I-III, have significantly improved their qualifications in this area. The project also resulted in developed standards and information materials for parents and teachers.