Investigating the impact of a sensory teacher education programme in mainstream primary classrooms in Northern Ireland

Abstract

While the role of Sensory Processing in pupils’ cognition and learning has permeated discourse and practice of Special Educational Needs (SEN) provision, research on the efficacy of evidence-based teacher education and CPD in the area of SPD has not been widely explored in education or healthcare contexts. This cross-professional research aimed to bridge the gap between professional discourses by advancing research-based teacher education, through consolidation of the best educational and therapeutic practice, focusing on the mainstream primary school context in Northern Ireland.

An exploratory, multi-level, mixed methods approach was used to investigate and analyse the learning journey of participant teachers and the influence of sensory teacher education on pupils’ collective and individual development. This involved three inter-related phases: an online survey of SENCO/LSC perspectives on current sensory practice (809 schools) (I); the development and implementation of a HEI teacher education programme and creation of teacher logs(3 teachers) (IIa); comparison of pupil progress between control and intervention classes (n=134 pupils), and triangulation of qualitative data on pupil engagement with a series of 3 (school) x 2 (treatment) x 2 (time) mixed-model ANOVA test results (SP2, SDQ, PTE, PTM and CAT4) (IIb).

Key findings: Implementation of a sensory pedagogy model enhanced teacher confidence in sensory provision. The reframing of pupil classification and promotion of collective and individual self-efficacy and negotiation of learning demonstrated a model of inclusion rather than deficit. Quantitative data indicated a significant positive difference between the intervention and control groups for Emotional wellbeing and Total Score (SDQ), PTE and CAT 4 in favour of the Intervention group. Recommendations: A strategic, incremental approach to advancing sensory pedagogy is required to support innovative and visionary practice at HEI school leadership levels to allow sensory informed teachers to create sensory communities of practice that can be flexible, child-centred and organic.

Date of Award	Jun 2024
Original language	English
Sponsors	Stranmillis College
Supervisor	Jackie Gracey (Supervisor), Greg Kelly (Supervisor), Una O'Connor Bones (Supervisor) & Glenda Walsh (Supervisor)