{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,13]],"date-time":"2026-10-13T13:35:18Z","timestamp":1791898518123,"version":"4.3.4"},"reference-count":40,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2022,4,29]],"date-time":"2022-04-29T00:00:00Z","timestamp":1651190400000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"DOI":"10.13039\/100001348","name":"Spencer Foundation","doi-asserted-by":"publisher","award":["#201800037"],"award-info":[{"award-number":["#201800037"]}],"id":[{"id":"10.13039\/100001348","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Psychol."],"abstract":"<jats:p>The human sensory system is continuously engaged in experiencing and interpreting every interaction with other living beings, objects, and the environment. The purpose of this article is to describe the impact limited opportunities for rich sensory experiences have on students with severe disabilities in two middle school classrooms situated in a public separate school in the southeastern USA. The study employed a postcritical ethnographic approach and grounded theory thematic analysis of fieldnotes gathered over a two-year period. Three major themes supported by the data are presented and discussed in depth. They are: (a) students are afforded limited sensory rich experiences, (b) everyday routines make students passive recipients to school, and (c) instructional approaches result in little interaction with extended periods of waiting. The implications of the findings for improved sensory experiences and possible future directions are described.<\/jats:p>","DOI":"10.3389\/fpsyg.2022.875085","type":"journal-article","created":{"date-parts":[[2022,4,29]],"date-time":"2022-04-29T06:37:41Z","timestamp":1651214261000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":17,"title":["Sensory Experiences and Children With Severe Disabilities: Impacts on Learning"],"prefix":"10.3389","volume":"13","author":[{"given":"Susan","family":"Agostine","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Karen","family":"Erickson","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Charna","family":"D\u2019Ardenne","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2022,4,29]]},"reference":[{"key":"ref1","article-title":"Definition of intellectual disability","year":"2017"},{"key":"ref3","volume-title":"Sensory Integration and Learning Disabilities.","author":"Ayres","year":"1973"},{"key":"ref4","volume-title":"Sensory Integration and the Child.","author":"Ayres","year":"1979"},{"key":"ref5","doi-asserted-by":"publisher","first-page":"375","DOI":"10.5014\/ajot.34.6.375","article-title":"Hyper responsivity to touch and vestibular stimuli as a predictor of positive response to sensory integration procedures by autistic children","volume":"34","author":"Ayres","year":"1980","journal-title":"Am. J. Occup. Ther."},{"key":"ref6","volume-title":"Sensory Integration: Theory and Practice","author":"Bundy","year":"2002"},{"key":"ref7","article-title":"Characteristics of students who take dynamic learning maps\u00ae alternate assessments: 2018\u20132019 (technical report 20-01)","author":"Burnes","year":"2021"},{"key":"ref8","volume-title":"Constructing Grounded Theory: A Practical Guide Through Qualitative Analysis.","author":"Charmaz","year":"2006"},{"key":"ref9","doi-asserted-by":"publisher","first-page":"583","DOI":"10.1080\/02699200802491132","article-title":"The collaborative construction of non-serious episodes of interaction by non-speaking children with cerebral palsy and their peers","volume":"23","author":"Clarke","year":"2009","journal-title":"Clin. Linguist. Phon."},{"key":"ref01","doi-asserted-by":"crossref","first-page":"485","DOI":"10.1007\/s11097-007-9076-9","article-title":"Participatory sense-making","volume":"6","author":"De Jaegher","year":"2007","journal-title":"Phenomenology and the Cognitive Sciences"},{"key":"ref10","doi-asserted-by":"publisher","first-page":"163","DOI":"10.3389\/fnhum.2012.00163","article-title":"The interactive brain hypothesis","volume":"6","author":"Di Paolo","year":"2012","journal-title":"Front. Hum. Neurosci."},{"key":"ref11","doi-asserted-by":"publisher","first-page":"23","DOI":"10.1097\/00001163-199704000-00005","article-title":"The impact of sensory processing abilities on the daily lives of young children and their families: a conceptual model","volume":"9","author":"Dunn","year":"1997","journal-title":"Infants Young Child."},{"key":"ref12","doi-asserted-by":"publisher","first-page":"608","DOI":"10.5014\/ajot.55.6.608","article-title":"The sensations of everyday life: empirical, theoretical, and pragmatic considerations","volume":"55","author":"Dunn","year":"2001","journal-title":"Am. J. Occup. Ther."},{"key":"ref13","doi-asserted-by":"publisher","first-page":"84","DOI":"10.1097\/01.iyc.0000264477.05076.5d","article-title":"Supporting children to participate successfully in everyday life by using sensory processing knowledge","volume":"20","author":"Dunn","year":"2007","journal-title":"Infants Young Child."},{"key":"ref14","article-title":"2014-2015 technical manual: integrated model. University of Kansas","year":"2016"},{"key":"ref15","doi-asserted-by":"publisher","first-page":"456","DOI":"10.4276\/030802211x13182481841868","article-title":"Exploring the relationship between affect and sensory processing patterns in adults","volume":"74","author":"Engel-Yeger","year":"2011","journal-title":"Br. J. Occup. Ther."},{"key":"ref16","doi-asserted-by":"publisher","first-page":"187","DOI":"10.1080\/07434618.2016.1213312","article-title":"The profiles of students with significant cognitive disabilities and complex communication needs","volume":"32","author":"Erickson","year":"2016","journal-title":"Augment. Altern. Commun."},{"key":"ref17","first-page":"253","article-title":"The challenge of symbolic communication for school-aged students with the most significant cognitive disabilities","volume-title":"Augmentative and Alternative Communication: Challenges and Solutions.","author":"Erickson","year":"2021"},{"key":"ref18","doi-asserted-by":"publisher","first-page":"35","DOI":"10.1093\/deafed\/enw052","article-title":"The profiles of students with significant cognitive disabilities and known hearing loss","volume":"22","author":"Erickson","year":"2016","journal-title":"J. Deaf. Stud. Deaf. Educ."},{"key":"ref19","doi-asserted-by":"crossref","DOI":"10.4324\/9780203366974","volume-title":"Dis\/Ability Studies: Theorising Disablism and Ableism.","author":"Goodley","year":"2014"},{"key":"ref20","doi-asserted-by":"publisher","first-page":"7306205010p1","DOI":"10.5014\/ajot.2019.032516","article-title":"Play experiences of children With a high level of physical disability","volume":"73","author":"Graham","year":"2019","journal-title":"Am. J. Occup. Ther."},{"key":"ref21","article-title":"Individuals with Disabilities Education Act of 2004, PL 108-446, 20 U.S.C. \u00a7 1400","year":"2004"},{"key":"ref22","doi-asserted-by":"publisher","first-page":"1","DOI":"10.30971\/jecce.v3i0.281","article-title":"Effects of kinesthetic training on the perception abilities of cerebral palsy children","volume":"3","author":"Jameel","year":"2019","journal-title":"Journal of Early Childhood Care and Education"},{"key":"ref23","doi-asserted-by":"publisher","first-page":"312","DOI":"10.1177\/0014402914563697","article-title":"Where students with the most significant cognitive disabilities are taught: implications for general curriculum access","volume":"81","author":"Kleinert","year":"2015","journal-title":"Except. Child."},{"key":"ref24","doi-asserted-by":"publisher","first-page":"1004","DOI":"10.1016\/j.rasd.2012.01.006","article-title":"Sensory integration therapy for autism spectrum disorders: A systematic review","volume":"6","author":"Lang","year":"2012","journal-title":"Res. Autism Spectr. Disord."},{"key":"ref25","doi-asserted-by":"publisher","first-page":"422","DOI":"10.1111\/j.1365-2214.2011.01334.x","article-title":"Beyond behavioural observations: a deeper view through the sensory reactions of children with profound intellectual and multiple disabilities","volume":"39","author":"Lima","year":"2013","journal-title":"Child Care Health Dev."},{"key":"ref26","doi-asserted-by":"publisher","first-page":"530","DOI":"10.1177\/0308022616639989","article-title":"The impact of an in-class sensory activity schedule on task performance of children with autism and intellectual disability: A pilot study","volume":"79","author":"Mills","year":"2016","journal-title":"Br. J. Occup. Ther."},{"key":"ref27","doi-asserted-by":"publisher","first-page":"3","DOI":"10.1177\/0741932516678327","article-title":"Examining national trends in educational placements for students with significant disabilities","volume":"38","author":"Morningstar","year":"2017","journal-title":"Remedial Spec. Educ."},{"key":"ref28","doi-asserted-by":"publisher","first-page":"229","DOI":"10.5014\/ajot.57.2.229","article-title":"Driving to learn: a new concept for training children with profound cognitive disabilities in a powered wheelchair","volume":"57","author":"Nilsson","year":"2003","journal-title":"Am. J. Occup. Ther."},{"key":"ref29","volume-title":"Postcritical Ethnography: Reinscribing Critique.","author":"Noblit","year":"2004"},{"key":"ref30","volume-title":"Play in Occupational Therapy with Children.","author":"Parham","year":"2008"},{"key":"ref31","doi-asserted-by":"publisher","first-page":"1274","DOI":"10.1080\/23273798.2017.1303522","article-title":"The role of embodiment in conceptual development","volume":"34","author":"Pexman","year":"2019","journal-title":"Lang. Cogn. Neurosci."},{"key":"ref02","doi-asserted-by":"crossref","first-page":"76","DOI":"10.5014\/ajot.2011.09205","article-title":"Effectiveness of sensory integration interventions in children with autism spectrum disorders: A pilot study","volume":"65","author":"Pfeiffer","year":"2011","journal-title":"Am. J. Occup. Ther."},{"key":"ref32","doi-asserted-by":"publisher","first-page":"7201195050p1","DOI":"10.5014\/ajot.2018.027623","article-title":"Relationship between sensory processing and pretend play in typically developing children","volume":"72","author":"Roberts","year":"2018","journal-title":"Am. J. Occup. Ther."},{"key":"ref33","doi-asserted-by":"publisher","first-page":"34","DOI":"10.1111\/j.1468-3156.2004.00290.x","article-title":"Emotional well-being for all: mental health and people with profound and multiple learning disabilities","volume":"33","author":"Sheehy","year":"2005","journal-title":"Br. J. Learn. Disabil."},{"key":"ref34","year":""},{"key":"ref35","doi-asserted-by":"publisher","first-page":"127","DOI":"10.1177\/0022466917696263","article-title":"Opportunities to learn for students with extensive support needs: a context of research-supported practices for all in general education classes","volume":"51","author":"Taub","year":"2017","journal-title":"J. Spec. Educ."},{"key":"ref36","article-title":"Learner Characteristics Inventory Project Report (A Product of the NCSC Validity Evaluation). University of Minnesota, National Center and State Collaborative","author":"Towles-Reeves","year":"2012"},{"key":"ref37","doi-asserted-by":"publisher","first-page":"574","DOI":"10.5014\/ajot.61.5.574","article-title":"Immediate effect of Ayres\u2019s sensory integration\u2013based occupational therapy intervention on children with autism spectrum disorders","volume":"61","author":"Watling","year":"2007","journal-title":"Am. J. Occup. Ther."},{"key":"ref38","doi-asserted-by":"publisher","first-page":"136","DOI":"10.1080\/11038128.2020.1810768","article-title":"Children\u2019s perceptions of playing on inclusive playgrounds: A qualitative study","volume":"28","author":"Wenger","year":"2021","journal-title":"Scand. J. Occup. Ther."},{"key":"ref39","volume-title":"Sensory Defensiveness in Children Aged 2\u201312: An Intervention Guide for Parents and Other Caretakers.","author":"Wilbarger","year":"1991"}],"container-title":["Frontiers in Psychology"],"original-title":[],"link":[{"URL":"https:\/\/www.frontiersin.org\/articles\/10.3389\/fpsyg.2022.875085\/full","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2022,4,29]],"date-time":"2022-04-29T06:38:08Z","timestamp":1651214288000},"score":1,"resource":{"primary":{"URL":"https:\/\/www.frontiersin.org\/articles\/10.3389\/fpsyg.2022.875085\/full"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2022,4,29]]},"references-count":40,"alternative-id":["10.3389\/fpsyg.2022.875085"],"URL":"https:\/\/doi.org\/10.3389\/fpsyg.2022.875085","relation":{},"ISSN":["1664-1078"],"issn-type":[{"value":"1664-1078","type":"electronic"}],"subject":[],"published":{"date-parts":[[2022,4,29]]},"article-number":"875085"}}