Division member since 1984 and is a member of the TMI Board of Advisors. For the past twenty-five years I have worked professionally with children whose lives were influenced by a sensorimotor disability. The specific diagnoses of these youngsters varied, including labels such as cerebral palsy, autism, mental retar- dation, attention deficit disorder, and specific learning disa- bility. One characteristic was common for the majority—a difficulty perceiving, organizing, or integrating sensory infor- mation, and a reduced ability to focus attention for effective learning. These children have been my teachers who have allowed me to learn a great deal about my own ability to process information and to be attentive and focused when I desired to be. They have taught me much about learning environments, that reduce or enhance the ability to process information efficiently. I have learned from them because they constantly remind me that all of life is a continuum. What the world labels a disability is simply a behavior at the far end of the continuum that tends to interfere with full participation in life. As I understand the issues and challenges in their lives, I gain greater insight into my own. SENSORY INTEGRATION IN DAILY LIFE Sensory input plays a critical role in brain function. Sensa- tions from hearing, vision, taste, smell, touch, pressure, and movement provide the input to the brain that is organized for movement, cognition, and learning. The richness of the sen-
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Hemi-Sync® Journal 1991-1 (Winter) · 1 Hemi-Sync® Journal 1991-1 Winter.pdf
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sory environment and the interactive experience of the indi- vidual with the environment contribute to the growth of intelligence. Sensory integration is a term used to describe the way in which the brain sorts out and organizes for our use the many sensations we receive. It enables us to focus attention selec- tively and reduce awareness of sensory input that is temporar- ily unimportant. It allows us to “put together” parts to create a whole. It attaches meaning to sensations through comparing them with past experiences. It enables high levels of motor coordination. It is the basis of perception. There is a continuum of skill in sensory processing and integration. Individuals experience varying degrees of sensory organization and integration. None of us organizes sensations perfectly or consistently. A high level of sensory integration may enable an individual to be a skilled gymnast, an artist, or a business entrepreneur. Most of us have average abilities in this area. The normally functioning person with low normal sen- sory integration may be physically clumsy or dislike being ina noisy environment. Variations are also present within the same individual. A high level of sensorimotor skill and sensory integration can be reflected in sports performance in the individual who also has a low level of sensory integration for reading skills. Each of us has a range of internal variability in the skill with which we organize and respond to our sensory world. Our
language contains expressions which reflect this range of personal experience. Comments such as “I just couldn’t get it all together,” “I felt especially touchy about that,” or “I feel as if I'm on overload” reflect our experience with the lower ranges of sensory processing and integration. For most of us this is a transient state triggered by fatigue, overwork, or a situation which places high demands on the ability to focus attention and reduce distractions. The threshold for moving into sensory overload with reduced sensory integrative skills varies greatly among individuals. One person may experiencea high level of energy anda normal ability to focus the attention at a complex business meeting or a convention. Another person in the same environment may experience fatigue and confusion. When children or adults experience sensory integrative difficulties, the brain does not process or organize the flow of sensory impulses in a way that gives them precise information about themselves and the world. Learning is difficult and individuals often feel uncomfortable with themselves and have difficulty coping with stress and demands. This. often results in additional emotional or behavioral difficulties. If this is a temporary situation, the individual may feel frustrated, dis- couraged, or antisocial. If these experiences recur frequently or in specific situations, situations that are associated with reduced functioning, they may be consciously avoided. --- PAGE 4 (OCR) ---