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1 – 10 of over 1000Ghasson Shabha and Kristi Gaines
The purpose of this paper is to compare and contrast the findings of the empirical studies that were conducted in both the UK and the USA on the impact of a few sensory…
Abstract
Purpose
The purpose of this paper is to compare and contrast the findings of the empirical studies that were conducted in both the UK and the USA on the impact of a few sensory environmental stimuli, mainly visual and acoustical stimuli, on individual ' s behaviour in school buildings.
Design/methodology/approach
An analysis of teaching layouts and the sequence of activities in selected school buildings was conducted. Opinions of focus groups including teachers and carers working with individuals with Autistic Spectrum Disorders (ASD), were initially explored to assess the extent of the sensory problems associated with the existing teaching settings and to highlight any operational design limitations and constraints. A questionnaire was formulated based on the feedback gleaned from the focus groups. Relevant perceptual information about behavioural reactions to varying sensory stimuli was compiled. Key sensory triggers were identified. Visual information of selected schools including photos and visual diagrams of ASD workstations were compiled, annotated and analysed for further examination.
Findings
Several sensory parameters were observed in the teaching environment including bright colours and light, pattern, glare, echoing, sudden and impact sound, high and low pitch sound and background noise levels. Some variations between the two studies exist regarding particular sensory triggers and their importance as perceived by respondents. These can be directly attributed to differences in school design layout, internal finishing and workstation configuration. Other extraneous factors including the size of the study sample, location of schools and climatic factors are also implicated; however, significantly consistent adverse effects on individuals’ behaviour have been identified in both studies.
Originality/value
This paper highlights issues for open discussion amongst decision makers and built environment professionals to enhance the quality of life of the affected groups. This is particularly important given the extent of the sensory processing problems of individuals with ASD in both the UK and the USA. The findings will be relevant at strategic, tactical and operational levels including, inter alia, federal government agencies and decision-making bodies. Professionals involved in the process of planning, design and management of school buildings in both the UK and our sister country the US may benefit. The operational efficiency of education facilities may be maximised through control of the design and construction of school buildings. By further reducing the undesirable consequences of sensory triggers in educational facilities, the quality of life of the affected individuals may be improved.
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The purpose of this research is to explore the relationship of a few sensory environmental parameters, mainly visual and acoustical stimuli, with childrens' behaviour and…
Abstract
Purpose
The purpose of this research is to explore the relationship of a few sensory environmental parameters, mainly visual and acoustical stimuli, with childrens' behaviour and performance in special needs schools.
Design/methodology/approach
Analysis of teaching layouts and the sequence of activities in ten selected special needs schools have been conducted using questionnaire directed at carers and teachers. The findings were cross‐validated via open‐ended interviews with teachers and carers to glean more in‐depth understanding about sensory influences.
Findings
Several sensory parameters were observed in the teaching environment: bright colours and light, pattern glare, echoing, higher and low‐pitch sound and background noise level. The study identified numerous factors having a negative effect on children's behaviour.
Practical implications
This paper provides further understanding of the key factors contributing to the quality of teaching environment consistent with user's need and expectations. It provides suggestions regarding the briefing and design to support childrens' performance. This can assist in developing alternative design guidelines based on users‐centered approach to schools design.
Originality/value
This paper will highlight issues for open discussion amongst all those involved in the process of planning, design and management of school environments which further reduce the undesirable consequences of the aforementioned parameters towards improving their operational efficiency in use.
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Cheryl A. Utley, Festus E. Obiakor and Sunday Obi
Young children under the age of five are particularly overrepresented in traumatic brain injury (TBI) due to accidents and falls. To remediate the problems, confronting young…
Abstract
Young children under the age of five are particularly overrepresented in traumatic brain injury (TBI) due to accidents and falls. To remediate the problems, confronting young children with TBI, is critical that they are introduced to opportunities to be placed in general education classrooms at the earliest possible point. The purposes of this chapter are to (1) describe causes, symptoms, and challenges following TBI (e.g., physical, emotional, and cognitive difficulties), (2) distinguish mild TBI (MTBI) from other mild categories of disability, (3) identify classroom interventions and strategies, and (4) identify parenting strategies that may provide essential support for them in adjusting to and managing their young child’s difficulties.
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Anthony F. Rotatori and Sandra Burkhardt
While traumatic brain injury (TBI) became a special education category within the Individuals with Disabilities Education Act (IDEA) in 1990, societies have dealt with TBI far…
Abstract
While traumatic brain injury (TBI) became a special education category within the Individuals with Disabilities Education Act (IDEA) in 1990, societies have dealt with TBI far back in history. According to Granacher (2007), there have been writings about the examination of skulls from battlefields in which a hole was drilled into the skull using a trepanning tool apparently to provide some physical relief for the injured soldier. Interestingly, Levin, Benton, and Grossman (1982) stated that this tool continued to be part of Medieval and Renaissance surgeons' practice. At that time, the surgeons believed that trepanation was a vital procedure to improve the brain pulsations and hence the overall well-being of the person with a TBI; however, the medical effectiveness of this procedure did not materialize and it was replaced by brain surgery in the 20th century (Levin et al., 1982).
Angela I. Canto and Danielle M. Eftaxas
Hospital emergency rooms document approximately 500,000 traumatic brain injuries (TBIs) in children and adolescents aged 0–14 annually; these prevalence rates do not include those…
Abstract
Hospital emergency rooms document approximately 500,000 traumatic brain injuries (TBIs) in children and adolescents aged 0–14 annually; these prevalence rates do not include those learners evaluated in primary care facilities nor those never evaluated by medical professionals. In this chapter, information on TBI and its effect on learners is provided with emphasis on the idiosyncratic nature of the injury and, thus, the need for individualized reintegration and educational plans. The role of educators in the identification, assessment, reintegration, disability classification, intervention delivery, and progress monitoring is described. Lastly, specific intervention options are presented with cautions that interventions should not be simply picked from a menu, but rather targeting key observations and reported deficits in the physical, cognitive, emotional, social, and behavioral domains.
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Frederick J. Brigham, Stacie Harmer and Michele M. Brigham
Traumatic brain injury (TBI) is unique among areas of eligibility for students with disabilities in federal special education legislation, not in what is assessed, but why the…
Abstract
Traumatic brain injury (TBI) is unique among areas of eligibility for students with disabilities in federal special education legislation, not in what is assessed, but why the assessment is taking place. If not for the injury, most individuals with TBI would be unlikely to come to the attention of special educators. Few education training programs appear to allocate sufficient attention to the category, so we present background information regarding prevalence, recovery, and outcomes before summarizing advice from the literature regarding assessment of individuals with TBI in schools. Although educators are unlikely to be involved in the initial diagnosis of TBI, they can be important collaborators in promoting recovery or detecting a worsening condition. Almost every assessment tool available to educators is likely to be of value in this endeavor. These include both formal and informal approaches to assessment. Working with individuals with TBI requires sensitivity and compassion.
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Sunday Obi, Festus E. Obiakor, Stephanie L. Obi and Doreen Myrie
Transition planning is an important part of special education. It is a process that helps to individualize instructions and assists students in maximizing their fullest potential…
Abstract
Transition planning is an important part of special education. It is a process that helps to individualize instructions and assists students in maximizing their fullest potential. Transition planning for students with traumatic brain injury (TBI) should mirror the regular transition process. The purpose of this chapter is to (1) describe causes, symptoms, and challenges following TBI, (2) examine the broader array of issues and challenges that impact transition planning, (3) overview educational considerations, (4) provide overview model of transition, and (5) review evidence-based practices in transition.
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Quentin M. Wherfel and Jeffrey P. Bakken
Traumatic brain injury (TBI) can significantly affect academic performance in a wide range of areas including, working memory, language processing, attention, and internalizing…
Abstract
Traumatic brain injury (TBI) can significantly affect academic performance in a wide range of areas including, working memory, language processing, attention, and internalizing and externalizing behaviors. This chapter will discuss characteristics associated with TBI, and provide a series of high- and low-tech strategies teachers can implement in their classrooms to help students who have experienced brain trauma to succeed through academic challenges. In addition, the benefits and weaknesses of certain technologies used by students with TBI in school and at home will be discussed.
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Shahd Adnan M. Qzeih and Rafooneh Mokhtarshahi Sani
Wars and conflicts have caused millions of people to seek asylum outside their homelands and the issue of refugee camps has become a pressing subject in international policy…
Abstract
Wars and conflicts have caused millions of people to seek asylum outside their homelands and the issue of refugee camps has become a pressing subject in international policy discussions. Conflicts continue to escalate in different parts of the world, especially in Middle Eastern countries. In 1948, the Palestinian-Israeli conflict forced displacement of many Palestinian people. The resulting camps have developed into cluster camp shelters of three to four stories in the West Bank, Gaza, and other regions around historical Palestine; some are perceived to be like gated communities. Being self-sufficient environments, refugee camps have rarely been approached from the perspective of urban psychology. This research deals with sensory perceptual analysis of Balata, the largest refugee camp in the West Bank of Palestinian Territories. Balata is situated in Nablus and has raised four generations of refugees since its establishment. In order to explore the spatial characteristics of such specific environmental experiences, the research adopted a mixed-method approach – systematically evaluating the related literature on sensory perceptual spaces and applying content analysis methods. The study modified the sensory slider tool of Malnar and Vodvarka according to the framework matrix based on the content analysis. Moreover, the case study analysis consisted of observation of the chosen area and 30 in-depth interviews with refugees who were forced out of their homes and settled in the camp as well as some who were born in the camp. The research results show that investigating what camp residents perceive of the five senses can capture meaningful sensory perceptual experiences and can generate a holistic mental image of the refugee camp. Particularly, perceptions of the built environment reflect the difficulty of life experiences. The study concludes that the characteristics of camps in this seventy-year-old conflict environment may not be found in other parts of the world.
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In Vulcan 2 and Vulcan 3 I established the fact that every physical skill is a job‐relevant sensori‐motor activity. Some confusion is introduced when people start talking about…
Abstract
In Vulcan 2 and Vulcan 3 I established the fact that every physical skill is a job‐relevant sensori‐motor activity. Some confusion is introduced when people start talking about sensori‐motor skills. Not all people mean the same thing when they use the term sensori‐motor skill. The purist — a rare enough bird anyway in the training business — would mean any activity with sensory and motor elements, no matter how simple or common they were. However the term has come to have a special meaning: some skill with some advanced or unusual sensory element or some unusual, rare, refined motor element or both, not found in the normal domestic skill repertoire. On a strict use of words all skills are sensori‐motor but one has to bow before the storm of common usage and accept the term sensori‐motor skill as meaning a skill with advanced sensory and/or motor elements. In order to avoid confusion, as far as this is possible, I prefer to call this type of skill an advanced sensori‐motor skill to mean that it has something unusual in one or both of the elements.