top of page



Short-term projects for student and staff mobility in adult education.

This action supports adult education providers and other organizations active in the field of adult education who want to organize learning mobility activities for adult education staff.

Sensory Integration (S.I.)


Our Erasmus+ Project on Sensory Integration has come to an end. Sensory Integration is the process by which people register, modulate and discriminate sensations received through the sensory systems to produce purposeful, adaptive behaviors in response to the environment (Ayres, 1976/2005).

It was an important project for our organization, since we work with adults with intellectual disabilities and most of them face a sensory processing disorder (SPD). Sensory processing disorder (SPD) involves trouble in receiving and responding to information that comes in through the senses from the environment. That causes difficulties in behavioral regulation and motor performance.

People with sensory challenges who are not treated in childhood, often grow into adults whose daily lives continue to be affected by their inability to accurately and appropriately interpret sensory messages. These people may have difficulty performing routines and activities, such as those of daily life, work and social interaction. Because adults with SPD have struggled for most of their lives, they may also experience depression, underachievement, social isolation and/or other secondary emotional or social effects.

An occupational therapist is the appropriate healthcare professional who can help people with sensory challenges through sensory integration therapy. To be able to provide correct and personalized intervention, they must successfully complete the three training cycles required for certification.

The Sensory Integration training included three structured seminars and one job shadowing activity.

The first seminar was about the theoretical foundations of Sensory Integration. This course covered basic neurobehavioral principles that support the theory of Sensory Integration. The specific contributions of individual sensory systems within the context of daily activities and tasks were examined. Typical patterns of sensory integration dysfunction and key implications for intervention were discussed. The first seminar was held online due to Covid-19 restrictions.

The second course was about Sensory Integration Evaluation and Clinical Reasoning and it used several methods of teaching like theory, workshops and a final exam. The main point was the involvement of the participants in clinical observation laboratories on themselves and on people with disabilities. In addition, videotaped assessments were shown for clinical reasoning. Participants were introduced to the latest operational tools used to assess children of various ages, diagnoses and abilities. At the end of this course, participants were able to collect and combine assessment data, translate and use it for treatment planning and learned how to write assessment reports and treatment goals.

The third and final course was about Sensory Integration treatment. Through the guidance of the presenter and other occupational therapists qualified in Sensory Integration Therapy, the participants were able to observe the immediate application of treatment in a well-equipped sensory integration room.

Participants implemented written treatment plans based on assessment and targeting with activities and equipment. Moreover, emphasis was given to the therapeutic relationship with the patient, clinical reasoning, execution of therapeutic ideas, cooperation and active participation. In addition, participants were exposed to mini-labs, clinical case-solving questions and therapeutic session planning for true incidents of children with disabilities. A final exam was given in order to become certified as a Sensory Integration therapist.

With the completion of the three courses, our organization's occupational therapist visited another organization in Athens that is equipped with a sensory integration room and uses the method on an everyday basis. There, in her five-day job-shadowing activity, not only did she observe other professionals using the method on adults with intellectual disabilities, but she also practiced her acquired knowledge on the hosting organization's learners.

This project was very important to our organization and our learners and we will implement the method learned on an everyday basis.

bottom of page