Presentations
Location
Schewel 208
Access Type
Campus Access Only
Entry Number
52
Start Date
4-4-2018 9:45 AM
Department
Physical Therapy
Abstract
In January 2018 the LCDPT program sent a group of first and second year students to St. Lucia to provide therapy services in their special needs schools. We worked with the Ministry of Education to travel to five special education school across the island. As we did our evaluations we noticed a trend that most of the students we worked with had sensory needs that were unmet. Due to this their focus was decreased and fine motor skills were diminished because they were constantly trying to get more stimulation through their senses of vision, touch, sound, etc. We worked through trial and error to find the right level and type of stimulation for each student and we watched them transform into different versions of themselves as their sensory needs were satisfied. We saw them become calmer, more collected, and able to focus better on single tasks. Essentially, we learned that meeting these student’s sensory needs increased their fine motor skills that are needed to participate in the classroom as well as to perform self-care activities.
Faculty Mentor(s)
Lori Mize
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Sensory Integration in St. Lucia Schools
Schewel 208
In January 2018 the LCDPT program sent a group of first and second year students to St. Lucia to provide therapy services in their special needs schools. We worked with the Ministry of Education to travel to five special education school across the island. As we did our evaluations we noticed a trend that most of the students we worked with had sensory needs that were unmet. Due to this their focus was decreased and fine motor skills were diminished because they were constantly trying to get more stimulation through their senses of vision, touch, sound, etc. We worked through trial and error to find the right level and type of stimulation for each student and we watched them transform into different versions of themselves as their sensory needs were satisfied. We saw them become calmer, more collected, and able to focus better on single tasks. Essentially, we learned that meeting these student’s sensory needs increased their fine motor skills that are needed to participate in the classroom as well as to perform self-care activities.