In the theoretical part we present a theoretical outline of sensory integration, including its development up to the age of 7, characteristics, action and connection with children with special needs, particularly with children with intellectual disabilities and autistic spectrum disorder. Sensory systems and nervous system activity are defined in greater detail. Further on different kinds of activities for encouragement of sensory system are described. Their use in schools and sensory integration therapies is also described. In the empirical part the execution of activities involving encouragement of sensory integration is outlined. Two pupils attending a special school have been observed. Both of them have intellectual disabilities in combination with autistic spectrum disorder.
After the analyses of questionnaires, evaluation scales, and evaluation sheets we have found out positive effects of integration in activities, positive pupil response, and differences in progress between the pupils and a statistically irrelevant change of hypo-sensory or hyper-sensory profile of an individual after the execution of the activity.
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