Sensory Integration

The sensory systems are the gateways to the brain and body. Our senses make it possible to learn about life around us. The brain must understand various sensory information from the body and the environment to respond to events, pay attention, learn, teach, plan and organize. This process is called "sensory integration".

For most people, sensory integration develops normally through normal childhood activities. For some other people, sensory integration does not develop as efficiently as necessary, depending on how the child responds and interacts with the environment and other people around them.


For example, and not as a limitation:-

Some people cannot hear well if they cannot see sound sources clearly.
 In other cases, seeing something moving like a train makes people feel like they are moving.

Children who have difficulty processing sensory information:

-children who are hyperactive.

- children who are slowly learning new motor skills,

- children who are sensitive to clothes

-Occupational and sensory integration therapists who work in the field of special needs use sensory integration information during therapy to address the basic sensory and motor foundations that help the child learn new skills more easily. Our approach is individualized to each child and his functional needs. By occupational therapist evaluation and explaining the children's observations about their strength and difficulties by the family, the intervention is made, so that the family members reveal how the difficulties of processing sensory inputs in the child affect activities in daily life and develop an individual treatment plan.


When parents and therapists work together, new insights are gained, each leading to a better understanding of each child and more effective intervention, and the treatment process continues to be effective while adapting to everyday life

Types of sensory problems:

Sensory integration disorder (also called sensory processing disorder)
is a neurological disorder that causes difficulties in processing information from the five senses we all know (vision, hearing, touch, smell, taste), the sense of movement (vestibular system) and/or positional sensation (perception). Sensory information for those with sensory processing disorder is usually received normally, but it is perceived and processed abnormally. This is not the same as blindness or deafness.
Because, unlike these disorders, people with sensory processing disorder perceive sensory information, but knowledge tends to be analyzed in an unusual, disturbing, or confusing way by the brain.

Sensory integration disorder may be a disorder on its own, but it may be a feature of other neurological conditions such as autism spectrum disorders, dyslexia (reading difficulties), developmental domain dyslexia (motion planning disorder), speech delay, and others.

Sensory processing disorder is used as an umbrella term,
with three main diagnostic groups containing all forms of this disorder:

Type I - sensory integration disorder,

Type II - sensory-based movement disorder,

Type III - sensory discrimination disorder,

Type I - sensory integration disorder:

 Responding to sensory stimuli excessively or underpowered or seeking sensory stimulus.

  Type II- sensory-based movement disorder:

 Refers to the irregularity learning mechanism of motor skills as a result of incorrect processing of sensory information.

  Type III - Sensory Discrimination Disorder:

Sensory discrimination or difficulties with postural control and/or dyspraxia (movement planning disorder) causes inattention, neglection, turbulence, and impaired scholastic performance.


Sensory integration disorders vary between individuals according to the properties and severity of the disorder. For some individuals, these disturbances may be a little discreet and less noticeable, and for others they may be very visible causing problems in daily work.


Occupational therapy sessions focus on enhancing the child's ability to tolerate different sensory states. Both activities and the environment must be evaluated for the 'correct' adaptation with the child. It is possible for parents to help the child through cooperation and participation in the individual plan and the practice of daily life. Treatment includes working with an occupational and sensory integration therapist, and the child participates in activities that provide motor, sensory and tactile stimulation. Treatment is customized to meet the child's specific growth needs. During goal-directed activity, the focus is on automatic sensory processes. The child becomes connected to the therapy by playing a game that includes activities such as: finger painting, using clay, swinging, playing in rice or water boxes, climbing etc.


Sensory Integration Therapy:

Sensory integration therapy is based on four basic principles:

1 - Correct attempt only (Child must successfully fulfill the challenges presented with the fun activities).

2 - Adaptive response (the child behavior adapts to new and useful strategies in response to the challenges presented).

3- Active participation (the child desires to join because the event is fun).

4 - Design individual therapy plans for the child based on his own reinforces (uses the child's preferences to initiate therapeutic experiences in the session).

for example :-

 Babies who have problems with sensation (low sensitivity) may experience strong sensations such as: stroking, shaking, or being touched with a brush. The toy can contain a number of materials to stimulate the senses, such as: dough or finger painting.

Highly sensitive children may be exposed to quiet activities such as: soft music and gentle vibration in a poorly lit room. Therapies, sensory integration devices, and rewards can be used to encourage children to tolerate activities that they normally avoid.

Our services in the Sensory Therapy Department:-

1- Evaluation of Occupational Therapy and Sensory Integration

2- Special programs to increase the ability to perform activities of daily living.

3- family guidance.

4- Providing individual sessions to implement treatment plans.

5- Work within a team and participate with the individual program  specialists to reach the best results


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