A short outline of the organisation and area of work.

School Complex No. 6 in Rybnik educates young people (15-24 years) with a registered disability. It offers education in a general secondary, vocational and life preparatory school.

Depending on the type of school, type and degree of disability, the school offers education in the following areas: gardening, carpentry, bricklaying, tailoring, handicrafts, office work, printing and cleaning work and general education ending with the national examination.

As part of remedial classes, pupils of all school types benefit from therapeutic treatments. A wide range of therapies considerably facilitates the functioning of the young people: physical rehabilitation, corrective gymnastics, music therapy with sound massage, hippotherapy( horse therapy), art therapy with activities in the ceramics studio, speech therapy, Biofeedback therapy, Tomatis therapy, Warnke therapy, Sensory Integration therapy, W. Sherborne improvement classes, stimulation of the senses in the world experience room.

Biofeedback – a therapy in the field of mind-body medicine, which uses electronic apparatus to help the patient become aware of and control the physiological processes of his or her own body (e.g. managing emotions, improving thinking processes, fast learning, memory) . In the EEG Biofeedback method  (electroencephalography-brain activity testing), the person undergoing training participates in various types of computer games (e.g. City Trip – drive the planned route as quickly as possible; Farm – planting, watering and harvesting plants) controlled only by his or her own mind (without using a keyboard or mouse). This helps a learner to improve concentration span, relaxation and memorisation.

Tomatis therapy – also known as auditory attention training or audio-psycho-linguistic training. The main aim of the training is to improve the auditory function, thus improving attention, the quality of learning, improving language and communication functions, enhancing motivation, creativity and pro-social behaviour. Only children with registered disabilities who had undergone multidisciplinary assessment of the pupil’s level of functioning done by teachers and specialists (psychologist, educationalist, therapist, doctor) are sent to such a therapy.

The Warnke method – a modern method of therapy for reading and writing  disorders. In this method, we use a medical diagnostic apparatus – the Brain-Boy.

The Brain Boy has the appearance of a toy, but is at the same time a fully professional training tool. The child trains a total of eight central hearing, vision and motor functions in a playful manner with very good results (basic function training). Eight training sessions of varying degrees of difficulty are available, adapted to the user’s abilities.

The main aim of the method is the training of the disturbed functions of the central processing, undertaken in order to automate them. The second aim is that good cooperation of both brain hemispheres enables better processing of information.

Similarly to Thomatis therapy, Only children with registered disabilities who had undergone tests done by teachers and specialists (psychologist, educationalist, therapist, doctor) are sent to such a therapy.

The method can be used by other schools if they have a therapist qualified in it.

Sensory integration therapy is referred to as ‘scientific play’. During sessions, the child swings in a hammock, rolls in a barrel, rides a skateboard or balances on a cradle. By making play fun and interesting for the child, the integration of sensory stimuli and experiences flowing into the central nervous system is achieved, which allows for better organisation of activities.  Through this method the therapist stimulates the child’s senses and improves areas such as fine motor skills, gross motor skills and eye-hand coordination.

The aim of the W. Sherborne method is to achieve inner peace, self-awareness, relaxation, and also to develop mutual contacts and communication through exercises – so-called expressive gymnastics. During the exercises (e.g. crawling, rolling, going through tunnels etc.) the participant has the opportunity to learn more and more about his/her body and its possibilities, which influences motor improvement, development of small and large motor skills. Veronica Sherborne’s Developmental Movement also serves to develop spatial awareness.

Context of study

Sensory integration therapy is a directed play in which the child feels that he or she is creating activities together with the therapist. During the sessions, the therapist stimulates the child’s senses and improves fine and gross motor skills and eye-hand coordination.

The aim of sensory integration therapy is to provide the child, during his or her motor activity, with a controlled amount of sensory stimuli, resulting in an improved integration of the stimuli reaching the child from both the environment and his or her body. Using appropriate techniques, the therapist eliminates, inhibits or reduces as well as provides strong stimuli such as squeezing, touching, flashing lights etc.

Sensory integration therapy takes place in a specially equipped room with:

– suspended platforms, swings, hammocks,

– skateboards,

– trampolines,

– tunnels,

– gym balls,

– balance boards,

– materials of different textures for touch stimulation, materials for visual, smell and taste stimulation.

In addition to multisensory stimulation, interpersonal skills, highly valued by employers, are also developed. These include:

– developing the recognition and expression of feelings and emotions,

– developing cooperation and communication skills,

– developing conflict resolution skills,

– learning to show respect for others and to ask for help and assistance.

Properly developed skills will allow students to find their way in the environment of their future professional work, to cooperate and to establish proper relations with other employees (with and without disabilities) and employers.

Scope of the study.

Sensory integration is used in working with children with developmental delay. It is primarily aimed at children with learning difficulties, but is also used for intellectual disabilities, motor disabilities, autism and other disorders.

The therapy is provided by physiotherapists, psychologists and educators with additional qualifications in SI.

Pictures from left to right: Jumping Stones, working with puzzles, puzzle books, scent kits, sensory tracks, dancing to a pattern, sensory house, dancing together

What took place

During our stay at School Complex No. 6 in Rybnik, we were able to see the work of the sensory integration therapists (during classes with pupils) and experience the therapy ourselves.

We saw plenty of teaching materials used during therapy activities:

• suspended elements
• swings, hammocks
• cushions for sitting, swinging, cocooning
• educational slings
• sensory discs
• “jumping stones”
• sensory tunnels, crawling tunnels
• sensory tracks
• rollers and therapy paddles
• squeezable balls
• puzzles, jigsaw puzzles, blocks, magnetic blocks
• scent kits

and many other materials for sensory stimulation (visual, smell, taste, hearing), motor coordination, visual-motor stimulation, etc.

Outcomes

Through participation in therapy, students with learning difficulties, intellectual and motor disabilities or on the autism spectrum develop in areas such as communication, thinking and social skills, motor skills, challenging behaviour or adaptation.

The well-equipped experience room allows the therapists to use a variety of techniques and methods to stimulate all the senses of the therapy participants.

Therapies take place individually or in groups of four so that work with each student can be individualised.

In the experience room there is an area that allows students to isolate themselves from an excess of unwanted stimuli. The room is white without any decorations, and it can be used by all students who need peace and quiet at any given time.

Quotes and Endorsements

• “Amazing place”. – Project participant.
• “Working with students with disabilities gives us great satisfaction”. – teacher-therapist of ZS No. 6
• “What I like most is to put blocks and puzzles together” – student
• “We would like to thank the management, teachers and therapists of ZS No. 6 for the opportunity to learn about their work and experience therapeutic work. We are very impressed with their work, commitment and empathy towards children with special needs.” – ZSB teacher

Key Messages

1. Use therapeutic stimuli by working with a therapist to engage children with disabilities
2. Provide opportunities for learners to develop communication social and motor skills and enable them to manage their own behaviour
3. Create both interactive and quiet spaces to meet learners’ individual needs.