Introduction: Children with sensory processing disorders are in the school environment often labeled as problematic, restless and aggressive. Because the disorder is poorly known, both peers and teachers do not understand them and consequently cannot provide them with appropriate conditions for quality and successful inclusion in the educational process. Knowing what challenges these children face in the field of sensory processing is of key importance for adapting and finding appropriate ways of working. Children with sensory processing disorders are often misunderstood and mislabeled as problematic, restless, and aggressive in the school environment. Knowing what challenges in the field of sensory processing these children face is crucial to ensure successful participation in the educational process. An occupational therapist, who is an indispensable part of an interdisciplinary team, can help other professionals to understand the factors that influence a child's behavior and performance in class. Purpose: We wanted to find out what are the experiences and competencies of teachers in working with children with sensory processing disorders, what is the knowledge of occupational therapy among teachers and what is their opinion about the needs for occupational therapy services in education. Methods of work: The diploma work is based on a qualitative approach, the chosen method of data collection was an interview. We conducted 5 interviews with teachers employed at Education, rehabilitation and training centre Vipava who have experience working with children with sensory processing disorders. Qualitative content analysis was used to analyze the results. Results: We formed five categories: knowledge of the disorder among teachers, teacher competence in working with children with sensory processing disorder, knowledge and opinion about occupational therapy, cooperation with occupational therapists, where and how improvement is shown. Discussion and Conclusion: Some teachers have been familiar with the specifics of sensory processing disorder, while others equate these problems with other disorders such as attention deficit hyperactivity disorder and autism spectrum disorder and do not perceive sensory processing disorder as a stand-alone diagnosis. However, all teachers are aware that they lack knowledge and therefore need additional training. Depending on the institution in which they work, they are in daily contact with occupational therapy and know that the dimension of occupational therapy knowledge is very wide. They emphasize that cooperation with an occupational therapist and other professions is crucial for ensuring quality education for children with sensory processing disorders. They also consider it important to involve the occupational therapist in other institutions.
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