The impact of Sensory Processing Difficulties across a range of Special Educational Needs is well researched. More recently, the impact on children’s mental health and well-being, linked with anxiety, depression and self-injurious behaviours, have redirected international research to consider the holistic benefits of sensory provision, for those with special educational provision and the wider classroom population. A SMART SURVEY was designed to collate empirical evidence regarding current sensory awareness and provision in mainstream primary schools throughout Northern Ireland, in a time efficient manner. Out of 809 schools, 164 (20.27%) fully completed the online survey. Findings indicate that Special Educational Needs Coordinator confidence in developing practice, supporting staff and children was limited and impaired by insufficient and inconsistent training opportunities. While healthcare research recommends provision by trained professionals, Occupational Therapy input was limited (n = 34; 24.8%), resulting in practice that could be detrimental rather than beneficial to children’s progress. Respondents identified a need for sensory training for teachers (n = 124; 93.94%) to ensure that the impact of Sensory Processing Difficulties on the holistic development of all children is understood. Pupil voice was undervalued (n = 5; 3.6%). Active involvement of children in the process of evaluation and intervention is recommended to enhance pupil autonomy and well-being.

中文翻译：

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需要审查：在北爱尔兰的主流小学教室开发感官供应

对一系列特殊教育需求的感官处理困难的影响进行了深入研究。最近，与焦虑、抑郁和自残行为相关的对儿童心理健康和福祉的影响，已将国际研究转向考虑感官提供对那些接受特殊教育的人和更广泛的课堂人口的整体益处。智能调查旨在以高效的方式整理有关北爱尔兰主流小学当前感官意识和提供的经验证据。在 809 所学校中，164 所（20.27%）完全完成了在线调查。调查结果表明，特殊教育需求协调员对发展实践充满信心，支持人员和儿童因培训机会不足和不一致而受到限制和损害。虽然医疗保健研究建议由训练有素的专业人员提供，但职业治疗的投入有限（n = 34；24.8%），导致实践可能对儿童的进步有害而不是有益。受访者认为需要对教师进行感官培训（n = 124；93.94%），以确保了解感官处理困难对所有儿童整体发展的影响。学生的声音被低估（n = 5；3.6%）。建议儿童积极参与评估和干预过程，以提高学生的自主性和幸福感。职业治疗的投入有限（n = 34；24.8%），导致实践可能对儿童的进步有害而不是有益。受访者认为需要对教师进行感官培训（n = 124；93.94%），以确保了解感官处理困难对所有儿童整体发展的影响。学生的声音被低估（n = 5；3.6%）。建议儿童积极参与评估和干预过程，以提高学生的自主性和幸福感。职业治疗的投入有限（n = 34；24.8%），导致实践可能对儿童的进步有害而不是有益。受访者认为需要对教师进行感官培训（n = 124；93.94%），以确保了解感官处理困难对所有儿童整体发展的影响。学生的声音被低估（n = 5；3.6%）。建议儿童积极参与评估和干预过程，以提高学生的自主性和幸福感。学生的声音被低估（n = 5；3.6%）。建议儿童积极参与评估和干预过程，以提高学生的自主性和幸福感。学生的声音被低估（n = 5；3.6%）。建议儿童积极参与评估和干预过程，以提高学生的自主性和幸福感。