Design for Diversity: Sensory Processing Disorder and Classroom Adaptations

Syahrina Hayati Md Jani, Ainul Huda Mohamad Pesal, Siti Nurul Akma Ahmad, Siti Mariam Ali and Siti Aisyah Rozalli

Information Management and Business Review, 2025, vol. 17, issue 2, 203-210

Abstract: Sensory Processing Disorder (SPD) is a neurological condition affecting individuals' perception and reaction to sensory stimuli. For children with special needs, SPD significantly hinders their ability to engage in traditional educational settings. This paper underscores the importance of understanding SPD in the context of developing inclusive classrooms tailored to meet their unique sensory and educational needs. The initial sections delineate SPD's definition, symptoms, and prevalence, integrating relevant literature from the past decade to provide a comprehensive overview. Key aspects of creating sensory-friendly classrooms are explored, emphasising modifications such as adjustable lighting, reduced noise levels, and the incorporation of sensory tools, aimed at fostering focus, alleviating sensory overload, and improving educational outcomes. This paper is vital for guiding scholarly pursuit in underexplored areas related to inclusive education, presenting an exhaustive literature review that identifies significant contributions, trends, and gaps. By addressing these gaps, future research can enhance understanding and support for children with SPD in educational contexts. The study concludes by advocating for the significance of sensory-friendly classrooms, which bolster academic achievement, emotional regulation, and social inclusion among children with special needs. Recommendations include incorporating SPD training into teacher education programs, applying evidence-based adjustments in classroom settings, fostering parental collaboration in interventions, and leveraging technology to promote sensory-friendly education. By prioritising sensory processing needs, educators can ensure equitable access to learning opportunities for all students, culminating in calls for further research and policy initiatives to enrich inclusive educational practices.

Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:rnd:arimbr:v:17:y:2025:i:2:p:203-210

DOI: 10.22610/imbr.v17i2(I).4538

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