All learning is dependant upon the brain receiving information from sensory systems throughout the body, interpreting and organizing that information, then creating a motor response. All infants, children and adults rely on this process, otherwise the brain would remain stagnant, in a dark place, to carry on only basic survival functions. Although we all share this process, often refered to as Sensory Integration, it can be manifest in widely diverse patterns that make us unique.
In a perfect world, the eyes, ears, nose, mouth, skin, joints and muscles would discern everything there is to know about the internal and external environment. The nerves would transmit this information to the brain in the most efficient way possible. The brain would quickly determine what is important and what is not, decide what will go into memory, what will require a change of state in the body and what will have an outward response. What is in memory (extremely important in the developing years) wouldn’t be known to anyone else unless, at some point, there is a motor response, a movement. This movement could be the blink of an eye, a nod of the head, running from a threat, giving an oral answer, writing an essay, passing the football, raising your hand or spitting out the peas. In a perfect world, the motor responses possible are endless, they are always performed precisely, with exact timing, at the proper intensity or “modulation” and in a socially acceptable context.
In the real world, there are strengths and glitches at every point in this process. The variations may be considered typical, mildly challenging, severely impairing or a gifted exceptionality. Often children can be bright but frustrated by tasks that challenge them in ways they don’t understand and therefore cannot verbalize. They may be subjected to excessive practice or even punishment by caring but uninformed adults. Poor Sensory Integration can mask abilities in children that may be labeled as having a “special need”, “don’t work to their potential”, “have behavior problems”.
Sensory Integration is complicated by the fact that sensory systems do not work in isolation. They have to work together, such as when your ears detect a loud noise and inform your visual system to look in that direction to determine if there is danger or threat while your muscles and joints prepare for possible flight. The parts of our body are “integrated”.
The choice to work with infants and children from a sensory perspective is to insure that to the extent possible, these systems work well biologically, communicate well neurologically, and respond well physically and cognitively.
Sensory Integration then, is the biological foundation for how all learning occurs. Because it applies to all learners and creates the course of the developmental journey, it is essential to understand its place in both education and therapy.
At the Schlinic, Parents, Teachers, Therapists, College Students and Caregivers may attend workshops and seminars to learn about Sensory Integration in more depth.
