South African Teachers’ Insights on Improving the Sensory Classroom Teacher Questionnaire (SCTQ) for Inclusive Education and ADHD Support
Abstract
:1. Introduction
1.1. Integrating Sensory Environment Design for Better Classrooms
1.2. Optimizing Educational Environments for Children with ADHD
1.3. Utilizing Psycho-Educational Tools to Improve Sensory Ergonomics in Classrooms
- The Classroom Self-Regulation Toolbox [9] is a collaborative program designed specifically for children with ADHD. It aims to provide practical tools and strategies for teachers and occupational therapists to use in the classroom.
- The Sensory Diet [10] provides insights into practical strategies for using sensory diets to support learners’ emotional and social development, ultimately aiming to improve their quality of life and academic performance in inclusive educational environments.
- Growing Brains, Nurturing Minds: Neuroscience as an Educational Tool [11] discusses practical ways to integrate neuroscientific principles into educational practices, aiming to foster better cognitive development, emotional resilience, and adaptive learning skills.
- The Sensory Classroom Teacher Questionnaire [12] helps teachers assess how well their classroom environments support learners with ADHD by focusing on various sensory and environmental factors. It aims to identify whether the physical and sensory aspects of the classroom are conducive to learning for these learners, helping to create more supportive and effective learning spaces tailored to their specific needs.
- The Classroom Sensory Environment Assessment [13] can be used by teachers and therapists to identify sensory-related issues in the classroom that might affect learners’ learning and behavior and make informed adjustments to create a more supportive and effective learning environment for all learners, particularly those with sensory processing difficulties.
1.4. Aligning Psycho-Educational Tools with Policy Goals and Socioeconomic Challenges
1.5. Leveraging Teacher Agency to Implement Psycho-Educational Tools in Policy and Practice
1.6. Advancing Research and Practice through Teacher Collaboration
2. Methodological Considerations
2.1. Enactivism as Research Paradigm: Enhancing SCTQ through Teacher Agency
2.2. Enactivism as Research Paradigm: Collaborative Teacher Research
2.3. Mode of Inquiry, Research Design, and Research Sample
3. Results and Data Presentation
3.1. SCTQ Construct 1: Sensory (Co)Regulation
3.1.1. Category 1a: (Co)Regulation and Classroom Dynamics
3.1.2. Category 1b: Educational and Sensory Integration Strategies
3.1.3. Category 1c: Reflection, Improvement, and Collaboration
3.2. SCTQ Construct 2: Sensory Space Design
3.2.1. Category 2a: Resource Management and Contextual Adaptation
3.2.2. Category 2b: Awareness, Leadership, and Self-Professionalization
3.2.3. Category 2c: Practical Implementation and Challenges
3.3. SCTQ Construct 3: Sensory Modulation and Synergy
3.3.1. Category 3a: Sensory Awareness and Classroom Adaptations
3.3.2. Category 3b: Flexible Seating and Environment Adjustments
3.3.3. Category 3c: Equity, Inclusion, and Accessibility
4. Results and Discussion
4.1. The Sensory Classroom Teacher Questionnaire (SCTQ) as Psycho-Educational Tool
4.1.1. The Underlying Latent Constructs of the SCTQ
- Sensory (Co)Regulation is the practice of managing and adapting sensory experiences in the classroom to help learners with ADHD maintain an optimal state of arousal, focus, and emotional balance. It involves the use of various sensory strategies, materials, or tools to support self-regulation (individual) and/or co-regulation (assistance), such as the teachers, assistants and/or peers.
- Sensory Space Design involves arranging the classroom environment to boost comfort and focus for children with ADHD, thereby helping them engage more effectively in learning activities. For teachers, this reduces the need for constant redirection and supports better classroom management. Peers also benefit from a more stable and supportive environment, which promotes positive interactions and minimizes disruptions.
- Sensory Modulation and Synergy entails organizing the classroom to manage sensory inputs effectively. This helps children with ADHD regulate their responses, improving their attentiveness and emotional balance, whether on their own or with support. For teachers, it creates a more predictable and manageable environment, while for peers, it fosters a more engaging and inclusive space by reducing conflicts and enhancing classroom dynamics.
4.1.2. Administration, Interpretation, and Implementation of the SCTQ
4.1.3. Practical Strategies for Adapting the Classroom Utilizing the SCTQ
4.1.4. Utilizing the SCTQ in Socio-Economically Disadvantaged Settings
4.1.5. Utilizing the SCTQ for Continuous Professional Development
4.2. Challenges and Future Directions
4.2.1. Limitations
4.2.2. Recommendations
5. Conclusions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
- Australian Children’s Education and Care Quality Authority. Quality Area 3: The Environment as the ‘Third Teacher’. 2018. Available online: https://www.acecqa.gov.au/resources/supporting-materials/infosheet (accessed on 21 June 2024).
- Davies, C. (Ed.) Creating Multi-Sensory Environments: Practical Ideas for Teaching and Learning, 2nd ed.; Routledge: Oxon, UK, 2020. [Google Scholar]
- Lombard, A. Sensory Intelligence: Why It Matters More Than IQ and EQ; Metz Press: Cape Town, South Africa, 2015. [Google Scholar]
- Heman, E.; Dekel, H. Ergonomics for Children: An Educational Program for Elementary School. Work 2009, 32, 261–265. [Google Scholar] [CrossRef] [PubMed]
- Ayres, A.J. Sensory Integration and the Child; Western Psychological Services: Los Angeles, CA, USA, 1979. [Google Scholar]
- Dunn, W. Sensory Profile: User’s Manual; Psychological Corporation: San Antonio, TX, USA, 1999. [Google Scholar]
- Cohen, M.J. Counseling and Nature: A Greening of Psychotherapy. 1994. Available online: https://eric.ed.gov/?id=ED374387 (accessed on 12 June 2024).
- Dellapiazza, F.; Michelon, C.; Vernhet, C.; Muratori, F.; Blanc, N.; Picot, M.C.; Baghdadli, A. Sensory Processing Related to Attention in Children with ASD, ADHD, or Typical Development: Results from the ELENA Cohort. Eur. Child Adolesc. Psychiatry 2020, 30, 283–291. [Google Scholar] [CrossRef] [PubMed]
- Costa, R. A Classroom Self-Regulation Toolbox: A Collaborative Program between Occupational Therapists and Teachers for Children with ADHD. Ph.D. Thesis, Boston University, Boston, MA, USA, 2019. Available online: https://hdl.handle.net/2144/38164 (accessed on 7 August 2024).
- Wójcik, M. The Role of a Sensory Diet in Improving the Quality of Psychosocial Functioning of Students in Inclusive Education. Podstawy Edukac. 2023, 16, 39–53. [Google Scholar] [CrossRef]
- Goldberg, H. Growing Brains, Nurturing Minds—Neuroscience as an Educational Tool to Support Students’ Development as Life-Long Learners. Brain Sci. 2022, 12, 1622. [Google Scholar] [CrossRef] [PubMed]
- Du Preez, H.; Combrinck, C.-M. The Sensory Classroom Teacher Questionnaire: A Tool for Assessing Conducive Classroom Conditions for Children with ADHD. Afr. J. Psychol. Assess. 2022, 4, a107. [Google Scholar] [CrossRef]
- Miller Kuhaneck, H.; Kelleher, J. Development of the Classroom Sensory Environment Assessment (CSEA). Am. J. Occup. Ther. 2015, 69, 6906180040p1-9. [Google Scholar] [CrossRef] [PubMed]
- Department of Basic Education. The National Policy for an Equitable Provision of an Enabling School Physical Teaching and Learning Environment; Government Printers: Pretoria, South Africa, 2011.
- Department of Social Development; UNICEF. The National Integrated Early Childhood Development Policy; Government Printers: Pretoria, South Africa, 2015.
- Department of Education. Minimum Uniform Norms and Standards for School Infrastructure; Schools Act 84 of 1996; Government Printers: Pretoria, South Africa, 2009.
- Department of Education. Education White Paper 5: Early Childhood Education: Meeting the Challenges of Early Childhood Development in South Africa; Government Printers: Pretoria, South Africa, 2001.
- Department of Education. Education White Paper 6: Special Needs Education: Building an Inclusive Education and Training System; Government Printers: Pretoria, South Africa, 2001.
- De Clercq, F.; Phiri, R. The Challenges of School-Based Teacher Development Initiatives in South Africa and the Potential of Cluster Teaching. Perspect. Educ. 2013, 31, 77–86. Available online: https://journals-co-za.uplib.idm.oclc.org/doi/10.10520/EJC133226 (accessed on 20 June 2024).
- Van Dyk, H.; White, C.J. Theory and Practice of the Quintile Ranking of Schools in South Africa: A Financial Management Perspective. South Afr. J. Educ. 2019, 39, s1–s19. [Google Scholar] [CrossRef]
- Ogbonnaya, U.I.; Awuah, F.K. Quintile Ranking of Schools in South Africa and Learners’ Achievement in Probability. Stat. Educ. Res. J. 2019, 18, 106–119. [Google Scholar] [CrossRef]
- Cong-Lem, N. Teacher Agency: A Systematic Review of International Literature. Issues Educ. Res. 2021, 31, 718–738. Available online: https://www.iier.org.au/iier31/cong-lem.pdf (accessed on 25 June 2024).
- Stilwell, P.; Harman, K. Phenomenological Research Needs to be Renewed: Time to Integrate Enactivism as a Flexible Resource. Int. J. Qual. Methods 2021, 20, pp. 1–15. [Google Scholar] [CrossRef]
- Popova, Y.B.; Rączaszek-Leonardi, J. Enactivism and Ecological Psychology: The Role of Bodily Experience in Agency. Front. Psychol. 2020, 11, 539841. [Google Scholar] [CrossRef] [PubMed]
- DeVillis, R.F. Scale Development: Theory and Application, 4th ed.; SAGE: Los Angeles, CA, USA, 2017. [Google Scholar]
- Babbie, E.; Mouton, J. The Practice of Social Research; Oxford University Press: Cape Town, South Africa, 2001. [Google Scholar]
- Grace, J. Sensory-Being for Sensory Beings: Creating Entrancing Sensory Experiences; Routledge: London, UK, 2018. [Google Scholar]
- Moyes, R. Building Sensory Friendly Classrooms; Sensory World: Arlington, TX, USA, 2010. [Google Scholar]
- South African Research Association for Early Childhood Education (SARAECE). Available online: https://www.saraece.org.za/ (accessed on 14 August 2024).
- South African Council for Educators (SACE). Available online: https://www.sace.org.za/ (accessed on 14 August 2024).
- Takalani Sesame. Available online: https://sesameworkshop.org/our-work/shows/south-africa-takalani-sesame/ (accessed on 14 August 2024).
Biographical Components | Category | Pilot | Focus Group | Validation | |||
---|---|---|---|---|---|---|---|
% | n | % | n | % | n | ||
Type of School | Quintile 1–3 (non-fee paying) | 28 | 88 | 26 | 6 | 19 | 13 |
Quintile 4–5 (fee-paying) | 72 | 222 | 74 | 17 | 81 | 57 | |
Total Number of Schools: | 100% | 310 | 100% | 23 | 100 | 70 | |
Teaching Experience | >11 years | 60 | 188 | 98 | 86 | 86 | 60 |
<11 years | 40 | 125 | 2 | 2 | 14 | 10 | |
Further Education | Diploma/Certificate | 2 | 6 | 2 | 2 | 3 | 2 |
B.Ed Early Childhood Education | 78 | 243 | 91 | 80 | 54 | 38 | |
B.Ed (Hons) Learning Support | 20 | 64 | 7 | 6 | 43 | 30 | |
Knowledge about ADHD | Solid, functional understanding of ADHD | 66 | 207 | 46 | 41 | 100 | 70 |
Basic, introductory understanding of ADHD | 34 | 106 | 54 | 47 | 0 | 0 | |
Total Number of Participating Teachers: | 100% | 313 | 100% | 88 | 100 | 70 |
SCTQ Item Statement | Likert Scale | Purchased Resources | Handmade Resources | |||
---|---|---|---|---|---|---|
Examinethe classroom thoroughly and rate each statement using the Likert scale provided. | Not possible at all | Possibly, but unsure | Entirely possible | Bought from suppliers, typically standardized and advanced; generally utilized by Quintile 4–5 schools with more funding. | Created by individuals or locally, often using recycled materials; typically found in Quintile 1–3 schools with limited budgets. | |
Can you provide learners with… | ||||||
Latent Construct 1: Sensory (Co)Regulation | ||||||
1 | a sensory signal to indicatetransition or change of activity? | 1 | 2 | 3 | Gives learners advance notice of changes, which helps reduce anxiety and prevent disruptive behavior. | |
visual timers, traffic light, bells or chimes, music clip | calming song, gentle drumbeat, hand signal, or gesture | |||||
2 | a designated area to use andexplore diverse sensory input? | 1 | 2 | 3 | Provides a safe space with controlled stimuli, allowing learners to meet their sensory needs without becoming overstimulated. | |
fidget tools, weighted blankets, soft lighting, stress balls,sensory toolbox, sensory wall, sensory umbrella,sensory play mats | textured fabric squares, sensory bins filled with sand/water/rice,tactile paths, scented massage rollers, DIY sensory bottles,egg cartons filled with different materials | |||||
3 | alternative or creative seatingoptions or surfaces? | 1 | 2 | 3 | Offer seating options that help learners manage their energy levels, improve focus, and feel more comfortable during teaching and learning activities. | |
Pilates balls, BOSU balls, standing desks, sensory cushions,bean bags, balance cushions, wobble stools | cushions filled with scrap fabric, old tires covered with fabric,sturdy wooden crates with cushions, elastic bands aroundchair legs, tennis balls on chair feet | |||||
4 | access to non-distractingsensory tools, material,and/or resources? | 1 | 2 | 3 | Supports learners’ ability to self-regulate by offering sensory tools that help them focus without causing distractions. | |
noise-canceling headphones, fidget toys, stress-relief items,sensory brushes, chewable jewelry, lava lamp, weighted lap pads, sensory cushions, ASMR audio orvideo clips | DIY noise-reducing earmuffs, upcycled earplugs,balloons filled with sand/cornstarch, old toothbrushes, sponges,beaded necklace, calming bottles filled with glitter/bubbles | |||||
5 | a daily or routine scheduleplaced in a designated area? | 1 | 2 | 3 | Creates a predictable environment that helps learners feel secure and stay focused by clearly outlining the day’s activities. | |
velcro/magneticsystem to easily change and update the schedule daily, high contrast boards (e.g., bright circle against softbackground),commercial daily or routine schedules | handwritten labels on recycled paper/cardboard,visual schedule using pegs with pictures and words,color-coded with markers | |||||
6 | labeled resources anddesignated areas? | 1 | 2 | 3 | Helps learners easily find and put away materials, reducing chaos and fostering independence. | |
pre-printed and laminated,color-coded labels using text and images | hand-drawn schedules on cardboard,repurposed clothing pegs for task markers | |||||
7 | a self-management plan,goal planner, behavior chartand/or token chart? | 1 | 2 | 3 | Encourages positive behavior and self-regulation by setting clear goals and offering rewards for meeting them. | |
commercial behaviorand goal chart sets with stickers, digital apps, reward boards, whiteboards, bulletin boards,progress trackers | tokens made from painted stones or bottle caps,color-coded labels using stickers and markers | |||||
8 | a designated area that caters to their preferred sensory input? | 1 | 2 | 3 | Providing access to resources that match learners’ sensory preferences, helping them stay calm, focused, and comfortable. | |
‘sensory diet’ or sensory kits for different sensory systems, tactile wall panels, sensory umbrella, electronic/video of spirals and spinning concentric circles, ASMR audio orvideo clips | old blankets/carpets for a soft corner, checkerboards, hangingspirals, homemade tactile boards using textured materials(sandpaper, fabric, etc.) | |||||
Latent Construct 2: Sensory Space Design | ||||||
9 | age-appropriate resources andfurniture? | 1 | 2 | 3 | Ensures that classroom materials and furniture are suitable for learners’ developmental levels, promoting effective learning and reducing frustration. | |
adjustable desks and chairs, ergonomic furniture,comfortable and supportive for various age groups | repurposed furniture, pallets turned into tables or shelves,cushions on the floor for seating | |||||
10 | functional and adjustablecurtains, blinds, or covers? | 1 | 2 | 3 | Allows control over light levels to prevent sensory overload from bright or inconsistent lighting. | |
blackout curtains, adjustable blinds, room dividers,movable panels, sound-absorbing panels | bed sheets or fabric as makeshift, cardboard window covers painted or decorated by learners, egg containers forsound-absorbing, carpet | |||||
11 | one undecorated wall or aneutral color vertical surface? | 1 | 2 | 3 | Reduces visual clutter to help learners maintain focus and minimize sensory distractions. | |
avoid bright colors andthe color white,corkboards, vertical garden walls, artificial plants or grass | avoid bright colors and the color white,large sheets of plain or brown paper covering a wall area | |||||
12 | an age-appropriate rule andbehavioral chart ina designated area? | 1 | 2 | 3 | Clearly communicates classroom expectations, helping learners understand and follow the rules. | |
commercial rule posters, digital behavior tracking apps | hand-painted rule posters on cardboard, fabric wall charts with pockets for rewards | |||||
13 | adjustable light devices toregulate light quantityand quality? | 1 | 2 | 3 | Enables fine-tuning of lighting to suit learners with sensory sensitivities, making the environment more comfortable. | |
bubble tube lamps, dimmable lights, sensory-friendly LED,natural light filters, light covers, light diffusers,UV light with fluorescent resources | homemade lampshades, covers using recycled materials to soften the light, DIY light filters using colored cellophane or plastic | |||||
14 | different types of sensory input that they can see, hear, taste,smell, and feel? | 1 | 2 | 3 | Engages learners’ senses in a balanced way, supporting sensory integration and reducing extreme sensory-seeking or avoidance behaviors. | |
multi-sensory tools or panels, textured wall panels, soft music,bubble tubes, lava lamps, sensory paths, tactile boards,commercially produced sensory toys | DIY sensory boards, sound tubes made from PVC pipes, textured walls using recycled materials, DIY textured panels usingdifferent materials | |||||
15 | the opportunity to regulatebody temperature, roomtemperature, and airflow? | 1 | 2 | 3 | Prevents discomfort from temperature and airflow, which can distract or distress learners with sensory sensitivities. | |
fans, heaters, air purifiers, air-conditioning units, cool-downareas with cold packs, warm-up areas with blankets, water fountain | Hand fans made from recycled materials, hanging wet sheets for cooling, open windows and doors for natural airflow, DIY cooling packs (e.g., frozen sponges), beanbags, warm water bottles | |||||
Latent Construct 3: Sensory Modulation and Synergy | ||||||
16 | an organized, manageable, and sensible classroom layout? | 1 | 2 | 3 | Creates a structured and orderly environment that helps reduce sensory overload and keeps learners focused | |
marked pathways, defined zones, tidy, organized, clutter-free,flow and accessibility, storage, transparent containers,modular furniture, stackable storage bins | DIY shelves from crates or boxes, furniture made from pallets,room dividers made from pallets or old sheets, clear jars fororganizing materials, recycled containers, book carts, and rolling storage units | |||||
17 | a specific allocated area forpersonal belongings andresources? | 1 | 2 | 3 | Encourages organization skills and reduces clutter, making the classroom environment more manageable for learners. | |
clearly labeled with name and photo, cubbies, lockers, bins,drawers, shelves, chair pockets, chair back organizers | recycled cardboard boxes or crates, hooks made from wood orplastic for hanging items, tin or plastic boxes, chair backorganizers made from material | |||||
18 | non-interfering and functioning electronic devices, appliances,and apparatus? | 1 | 2 | 3 | Ensures that electronic tools support learning without adding unnecessary sensory distractions. | |
noise-controlled devices, soundproof covers, silent keyboards,noise-canceling headphones, white-noise devices | maintaining existing equipment, using non-electric alternatives where possible, repairing rather than replacing, DIYnoise-reducing earmuffs, egg containers, cloth covers | |||||
19 | seating away from doorways,windows, or transition areas? | 1 | 2 | 3 | Minimizes distractions and interruptions, helping learners stay focused and avoid sensory overload. | |
movable partitions, room dividers, multi-purpose furniture | curtains or fabric screens, strategically placed furniture to create separation, DIY room dividers | |||||
20 | seating close to self-regulated,focused, and tolerant peers? | 1 | 2 | 3 | Places learners near peers who can model good behavior and help them stay focused. | |
adjustable seating arrangements, chair organizers | rearranging desks manually, using floor mats or cushionsto create defined seating areas | |||||
21 | seating away from communal,disruptive, andexhibition areas? | 1 | 2 | 3 | Reduces exposure to distracting or overwhelming stimuli, fostering a calmer learning environment. | |
room dividers, portable soundproof panels, noise-reducingcarpets, acoustic panels | old rugs or thick curtains to dampen sound,repurposed cardboard dividers | |||||
22 | the removal of unrelated andunnecessary resources orstationery? | 1 | 2 | 3 | Simplifies the workspace to help learners concentrate on relevant tasks without getting overwhelmed. | |
chair pockets, chair back organizers, desks with storage space,storage units, labeled bins | repurposed containers, chair back organizers | |||||
23 | a designated area to releasepent-up energy? | 1 | 2 | 3 | Provides a space for physical activity, helping learners manage their hyperactivity and meet sensory needs. | |
therapy swing, trampolines, mini sensory gym, balance board,exercise mat, jump ropes, hula-hoops, resonance board | tire swings, repurposed jump ropes, balance board,exercise mat | |||||
24 | a designated space withresources to relax? | 1 | 2 | 3 | Offers a quiet area where learners can retreat to calm down and manage sensory overload. | |
noise-canceling headphones, ear plugs, calming jars, calming visuals, weighted blankets, rocking chairs, soft music, lava lamps,electric water features, chimeabout wooden carousel toy,pheromone scents, essential oils, scented candles, scented massage roller, smell noodles, white noise, ASMR, or broadband clips,sensory brushes | cushioned area with blankets and pillows, DIY lamps or candle holders from recycled materials, DIY calming jars with glitterand water, rainmaker, mirrors, space blanket,cotton wool as ear plugs, plants (e.g., lavender, rosemary, lemongrass, peppermint), scented massage roller using recycled deodorant roll-on, brushes (e.g., toothbrush, old paintbrush,feathers) |
Disclaimer/Publisher’s Note: The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of MDPI and/or the editor(s). MDPI and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content. |
© 2024 by the author. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Share and Cite
Du Preez, H. South African Teachers’ Insights on Improving the Sensory Classroom Teacher Questionnaire (SCTQ) for Inclusive Education and ADHD Support. Educ. Sci. 2024, 14, 989. https://doi.org/10.3390/educsci14090989
Du Preez H. South African Teachers’ Insights on Improving the Sensory Classroom Teacher Questionnaire (SCTQ) for Inclusive Education and ADHD Support. Education Sciences. 2024; 14(9):989. https://doi.org/10.3390/educsci14090989
Chicago/Turabian StyleDu Preez, Hannelie. 2024. "South African Teachers’ Insights on Improving the Sensory Classroom Teacher Questionnaire (SCTQ) for Inclusive Education and ADHD Support" Education Sciences 14, no. 9: 989. https://doi.org/10.3390/educsci14090989