Iva Kovačić graduated from the Faculty of Education and Rehabilitation Sciences, University of Zagreb, and works as a master of special education in Velika Gorica Education Centre where she set up the cabinet for sensory integration. The cabinet for sensory integration conducts assessments and diagnostics according to the SIAT® sensory integration approach, as well as rehabilitation and consultations. She obtained her knowledge in sensory integration by education and supervision at the Developmental Rehabilitation Academy. She completed the PECS Basic and Advanced Training Workshop by the Pyramid Educational Consultants and applies it in her daily work.
Oct 16th 2019.
3:00 - 3:30 p.m.
Application of Assistive Technology in the Sensory Integration Cabinet
In Velika Gorica Education Centre there is a cabinet for sensory integration. The sensory integration stimulation programme brings controlled exposure to different sensory inputs that are indispensable to a child and which would enable them to integrate all the sensory systems and therefore contribute to the improvement of the child's abilities to interact with spatial objects in the ever changing environment. The goal is to provide sensory experiences within functional activities by planning and performing of the adaptive behaviours. The purpose of the sensory integration programme is to encourage children to follow their inner drive for movement, play, and development. The core of the sensory integration is play, a play that is fun for a child, a play in which the children effectively adapt to the environment and the environment to themselves. The goal of the programme is to improve the processing and organisation of sensory perception, to enhance the frequency and duration of the adaptive reaction to sensory stimuli, the development of complex adaptive reactions, self-organisation of the behaviour, better self-control...
Due to the increase in the number of children with complex communication difficulties the need arose to incorporate the assistive technologies into work, as some sort of addition within sensory integration activities. Therefore, in this lecture, with real examples from practice, we would like to show how the assistive technology can be an additional didactic tool and a motivation factor in the sensory integration cabinet and how it can be a contributory factor of success for the set goals. In our work with children with complex communication difficulties we primarily use picture exchange communication (PECS), which enables us to give the children their voice and the opportunity to express their desires and needs during their stay in the sensory integration cabinet.