Patterns of sensory integration dysfunction in children with confirmed learning differences attending a short-term remedial school in Kwa-Zulu-Natal

Introduction: The link between sensory integration (SI) dysfunction and learning differences is well-established, highlighting its influence on academic abilities. However, limited research has investigated SI dysfunction patterns in South African children. Aim: This study investigated which patterns of SI dysfunction children attending a short-term remedial school in Kwa-Zulu Natal exhibited. Method: A retrospective chart review was conducted on 35 children’s files, which included data from the Evaluation of Ayres Sensory Integration® (EASI), Sensory Processing Measure (SPM), and Family Life Impact Questionnaire (FLIQ). Descriptive statistics (frequencies, means, and standard deviations) were used to identify sensory integration patterns. Results: Findings indicated that 71,4% of children presented with bilateral integration and sequencing difficulty, while 42.9% of children exhibited somatodyspraxia. Tactile and vestibular perception problems were present in 42.9% of the sample. This population of children displayed increased auditory, tactile and visual sensitivities, praxis difficulties, and postural control challenges in the classroom. At home, difficulties included planning, reactivity to auditory and olfactory input, with daily living, social participation, and community engagement being influenced. Conclusion: These findings contribute to understanding SI in children with learning differences and support intervention planning, classroom adaptations, and caregiver–teacher collaboration.   Implications for practice ·       * A comprehensive Sensory Integration (SI) assessment is crucial for effective intervention planning, including assessing the child’s sensory perception, praxis, sensory reactivity and impact on family life. ·       * An informed understanding of the patterns of SI dysfunction enables therapists to move beyond generic approaches, allowing for the development of targeted, functionally relevant intervention strategies. ·       * Targeted intervention planning enhances therapeutic efficacy and supports improved outcomes in daily occupational performance. ·       * A detailed understanding of the child’s reactivity to sensory input in both classroom and home environments is essential for tailoring appropriate  intervention approaches. ·      * Including daily occupations as a focus within a child’s intervention plan is essential for promoting functional skills. ·       * Understanding the patterns of SI dysfunction allows for collaboration with educators and caregivers regarding the functional impact of these challenges. It assists in incorporating adjustments such as environmental modifications and regulatory strategies. ·       * The knowledge gained supports the design of group-based or classroom-level interventions that address commonly observed sensory challenges, therefore extending the reach of occupational therapy services and encouraging equitable support.