Increasing awareness of sensory needs to inform teaching practices

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cityu.schoolAlbright School of Education
cityu.siteOther
cityu.site.countryUnited States
dc.contributor.authorBrooks, Megan
dc.date.accessioned2020-07-10T22:40:39Z
dc.date.available2020-07-10T22:40:39Z
dc.date.issued2020-05
dc.description.abstractThis professional development study examines the teaching practices of the researcher and how sensory-based strategies can be integrated with classroom instruction to support all learners. Instructional practices of the researcher were considered, with a focus on integration of sensory strategies to support learners during instruction. A reflective inquiry process was used following a cycle of observation, reflection, refinement, and implementation based on the application of specific strategies. Findings suggest that sensory-based strategies may be an effective way to support learners in maintaining engagement and demonstrating ready to learn behaviors during both whole group and independent learning experiences. Further study might include an action research study to examine the effects of a student-implemented menu of sensory-based strategies and the impact on self-regulation and ready-to learn behaviors.
dc.identifier.urihttp://hdl.handle.net/20.500.11803/920
dc.language.isoen
dc.publisher.institutionCity University of Seattle (CityU)
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.rightsopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.subjectsensory regulation
dc.subjectprofessional development
dc.subjectreflective inquiry
dc.subjectelementary education
dc.subjectk-5 resource classroom
dc.subjectspecial education
dc.titleIncreasing awareness of sensory needs to inform teaching practices
dc.typeCapstone
thesis.degree.disciplineTeaching
thesis.degree.grantorCity University of Seattle
thesis.degree.levelMasters
thesis.degree.nameMaster in Teaching
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