The development and implementation of a qualitative tool into a sensory product which can be used in a class situation for children with learning problems

Abstract

Children with Learning Problems (LP) differ from other children and are mostly identified in the primary grades. Factors which may influence the development of sensory products to stimulate children with LP are design factors such as illustrations, colour, themes and supporting factors which include therapeutic practices and cultural sensitivity. The previous mentioned factors may be beneficial for text enhancement and reading comprehension within books for children with Learning Disabilities (LD). It is envisaged that if design factors as well as sensory stimulants are integrated into play therapy mediums such as the Sensory Product (SP), it will be able to stimulate a child with LP through different therapeutic practices. Special needs teachers aid children with LP through intervention strategies once they are identified. Intervention strategies involve the use of instruments such as scripted and prescribed programmes (Fuchs & Fuchs, 2006), reading aloud by teachers to children (Fisher, Flood, Lapp & Frey, 2004) and one-on-one instruction as part of the three-tiered Reading to Intervention Model (RIM) (Scanlon & Sweeney, 2008). SP have the potential to assist teachers and children with LP but only if those products are appropriate for the children's developmental level (Oravec, 2000).