Effectiveness of sensory integration program on acceptance sense and social skills in student identified as learning disabled
Subject Areas : Educational Science
Hossein Ghamari Givi
1
(Professor, Department of Counseling, Faculty of Psychology and Educational Sciences, Mohaghegh Ardabili University, Ardabil, Iran.)
Saeed Rezazadeh
2
(Master of Counseling, Faculty of Psychology and Educational Sciences, Mohaghegh Ardabili University, Ardabil, Iran)
Dariush Azimi
3
(PhD Student in Counseling, Faculty of Psychology and Educational Sciences, Mohaghegh Ardabili University, Ardabil, Iran.)
Keywords: learning disability, sensory integration, social skills, acceptance sense,
Abstract :
This study examined the effectiveness of sensory integration program on approval acceptance sense and social skills in student identified as learning disordered. The research method was semi-experimental with pretest-post test with control group design. The statistical population of this study included all students identified as learning disordered were refered to learning disorders center of Ardabil city in 2015-16 school year. Among the students 24 (13 girl, 11 boy) were selected according Simple random sampling as statistical sample and experimental group (n=12) and control group (n=12) were randomized. Participants in the experimental group received 8 sessions of sensory integration educational plan. To collect the data children Acceptance Sense Test (1984) and Matson Evaluation of Social Skills with Youngsters (1988) were used. The data were analysed using Mutivariant statistical covariance. The result showed there are meaningful different between experimental and control group average scores. So hypothesis of the research that being affective of sensory integration on acceptance sense and social skills and its factors have been approved. So it can concluded that sensoru integration program affected acceptance sense and social skills and its factors such appropriate social skill, inappropriate assertiveness, impulsive/recalcitrant, overconfident, jealousy/withdrawal in student identified as learning disordered.
_||_