Learning Outcomes in Physical Education of Students with Severe Intellectual Disabilities in Sensory Room

Overview

There is limited empirical research on the use of sensory room in special schools for students with severe intellectual disabilities. To address this knowledge gap, a seminar will be held to discuss how to effectively utilise sensory room as teaching environment in specific subject, as well as how to enhance student learning outcomes through interdisciplinary collaboration. The Occupational Therapy department and Physical Education Subject department of this school collaborated on a research project titled 'Learning Outcomes in Physical Education of Students with Severe Intellectual Disabilities in Sensory Room'. The study aimed to investigate whether learning in a multisensory environment that promotes relaxation and provides adequate sensory feedback could improve student learning outcomes in physical education, specifically in self-initiated motor performance and endurance. It is hoped that the research findings could enhance the development of teaching practices in sensory room.　

The Occupational Therapy Department and Physical Education Subject department of this school conducted an interdisciplinary research to explore whether the environment of sensory room can enhance the physical education learning outcomes of students with severe intellectual disabilities and motor impairments. The results revealed that students showed positive progress in self-initiated motor performance and endurance. Among the participants, students in Key Stage 1 demonstrated more significant improvements in the sensory room, while students in Key Stages 3 and 4 were able to transfer their learning progress to the classroom setting more effectively. The study also highlighted the importance of visual stimulation in students' learning.

Participants of this seminar will understand:
1. how to effectively utilise sensory room as a subject-based teaching environment;
2. the importance of sensory stimulation in the learning of students with severe intellectual disabilities; and
3. models and effectiveness of interdisciplinary collaboration