A CRITIQUE OF DIAGNOSED AND SUSPECTED CASES OF SENSORY PROCESSING DISORDER WITHIN INTERNATIONAL SCHOOLS IN ISTANBUL, TÜRKIYE

Abstract

Many problems were uncovered regarding Sensory Processing Disorder (SPD) within international schools in Istanbul. The best method found for providing adequate support to SPD students was an integrative approach using Inclusive Pedagogy and Islamic Pedagogy, which extends beyond the classroom: A SEN framework reshuffle was argued to be essential in order to rectify disparity amongst students, requiring  School Leadership Teams to work in systematic collaboration with Teachers, School Counselors, Occupational Therapists, Child Psychologists (where necessary) and parents in order to nurture the holistic development of each pupil. This study used an applied, exploratory research design. A self-designed, semi-structured interview was the instrument used for data collection. The population consisted of 6 respondents, whose collective experiences span across 11 out of the 36 International schools in Istanbul. The secured discussions and interviews provided personal accounts of their professional experiences with SPD students. Findings concluded that provisions for SPD students were sporadic and generally inadequate, with no recorded data on suspected or diagnosed students.

Keywords: Sensory Processing Disorder, SPD, Autism Spectrum Disorder, Inclusive Education, Istanbul.