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
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Hemi-Sync® Journal 1991-1 (Winter) · 1 Hemi-Sync® Journal 1991-1 Winter.pdf
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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) ---
HEMI-SYNC JOURNAL NEUROLOGICAL ORGANIZATION AND SENSORY INTEGRATION Sensory integration occurs at all levels of the central nervous system. However, the brain stem (including the midbrain, pons, and medulla oblongata) appears to play the most significant role in sensory processing. The brain stem and the thalamus receive sensory information from every sensory modality. Information passing through these struc- tures is modified, integrated with other sensory information, and directed to the brain’s cortex. As multiple sensory information impinges upon the brain, a finely tuned filter system comes into play. Sensory input pertinent to the individual's inner needs and goals reaches a level of consciousness. Input which is less important or dis- tracting is dampened down centrally. The reticular formation in the brain stem (which plays the central role in this filter system) is often considered the master control mechanism of the central nervous system. It helps the brain to focus on one type of sensory input by inhibiting other types of input. This allows the individual to focus attention, and reduces the level of distraction. Children who have been labeled hyperactive or individuals temporarily on sensory overload are unsuccessful in filtering out irrelevant information. They are pulled from one experi- ence to the next and are unable to maintain the focus of attention needed for successful learning. If the overloading