29/09/2025
一场温柔有力、轻松学习的培训日。
培训的开端， 我们一齐动起来，感受动感感官Action in Sense 。 透过感官游戏，开启我们的感官， 与自己的身体链接以及感受不同感官接收的感觉。
啊！ 原来动起来的感觉真好！ 这让我们的脑神经元有更多的链接， 调节以及更放松了。
今天的培训主题为融合多元感官刺激活动于感觉统合里。 透过多元感官与感统的培训元素， 帮助我们可以更专注学习以及调节情绪。
小编的培训小结：
🤩 停下来与呼吸，让我们可以在课堂前先平静自己的情绪，以更好的状态进入教学。
🤩 多元感官 ( MSS) 可透过结构或是非结构的模式， 启动不同的感官， 以促进专注力以及动作协调。
🤩 多元感官的建立可以从环境（ 灯光、声音、触感、动作） 等，依据孩子的感官需求来设计合宜的环境。
🤩 在治疗中心里，我们的教学模式是融合感觉统合以及多元感官刺激。 因此， 我们会依据孩子的发展情况和需要与当下的情况， 在架构里与孩子进行非架构性的活动。
🤩 感觉统合（ Sensory Integration) 与 多元感官刺激Multisensory Stimulation ( MSS) 的差别：
- 感觉统合（ Dr.A Jean Ayres) ~ 目标为增强感觉系统的调节功能； 可是有结构、目标导向以及治疗师引导； 主动式的互动。
- 多元感官刺激（ Verheul & Hulsege) : 提供安全、有趣的感官刺激； 半结构性、孩子兴趣引导互动。
🤩 在治疗室或是教室里， 感觉统合为一个基础架构理论， 同时多元感官刺激为工具。 因此，我们需要结合感觉统合的基础架构以及多元感官刺激的活动来进行教学与互动。
🤩 当多元感官刺激在感觉统合的元素里，其过程包括热身、 调节策略、冷静区、 家庭建议活动、依据孩子的情况做调节。
🤩活动体验让我们体会到， 孩子喜欢躲在桌子底下的背后原因。 躲在桌子底下，可以让我们在拥挤与强度刺激的环境里，感到安全、平静以及自我调节。 不妨你也来体验， 感受哦。
🤩 感觉系统样型Sensory Processing Patterns ( Dunn’s Model ) 里有4 个象限： 感觉接收反应、 感官寻求、感官敏感、感官回避。
🤩让我们对感官处理与反应里包括： 低阈值（ Low threshold) - 需要更多接收和反应； 高阈值（ high threshold ) - 需要较少接收和反应。 由此，直接的展现于行为表现。
🤩 透过小组讨论，演练以及院长手把手教导，让我们可以更了解、体会以及运用孩子感官的不同学习需求与风格。
教学与实践需从教育工作者亲身体验以及经历， 借此才能更细微的同理孩子们在活动中的状态与感受。
院长与大家共勉之： 我们每一个人都渴望被看见以及更有趣的学习。【成为那位你喜欢的老师， 设计那些你喜欢的教学活动】。
当我们可以全勤投入以及正念觉察自己， 那在有温度的教学里，我们也可以将这股期待教学的力量传递在教室以及治疗室里。
A Gentle yet Powerful Day of Relaxed Learning
At the start of the training, we all moved together, feeling the dynamic energy of Action in Sense. Through sensory games, we awakened our senses, connected with our bodies, and experienced how different senses receive information.
Ah! Moving really does feel wonderful! This allows our brain’s neurons to form more connections, regulate themselves, and feel more relaxed.
Today’s training theme was about Multi-sensory stimulation in Sensory Integration. By combining multi-sensory elements with sensory integration, we can help ourselves and our students stay more focused in learning and better regulate emotions.
Summary and note :
🤩 Pause and breathe. This helps us calm our emotions before class and enter teaching in a better state.
🤩 Multi-sensory stimulation (MSS) can be carried out through structured or non-structured modes to activate different senses, thereby enhancing concentration and motor coordination.
🤩 Building a multi-sensory experience can start with the environment (lighting, sound, touch, movement). We design an appropriate environment based on each child’s sensory needs.
🤩 At our therapy centre and education, our teaching model blends sensory integration and multi-sensory stimulation. We tailor structured and unstructured activities to each child’s developmental stage and needs.
🤩 Difference between Sensory Integration and Multi-Sensory Stimulation:
• Sensory Integration (Dr. A. Jean Ayres): Aims to enhance the regulation of the sensory system; structured, goal-oriented, therapist-guided; active interaction.
• Multi-Sensory Stimulation (Verheul & Hulsege): Provides safe, enjoyable sensory input; semi-structured, child-interest-guided interaction.
🤩 In classrooms or therapy rooms, sensory integration is the foundational framework and MSS is a tool. We need to combine both to design teaching and interactions.
🤩 When MSS is embedded within sensory integration activities, the process includes: warm-ups, regulation strategies, calming areas, home-activity suggestions, and adjustments based on each child’s situation.
🤩 Activity experience: We realised why children like hiding under tables. It can make them feel safe, calm, and self-regulated in crowded or highly stimulating environments. Try it yourself and feel the difference!
🤩 Sensory Processing Patterns (Dunn’s Model) include four quadrants: sensory registration/response, sensory seeking, sensory sensitivity, and sensory avoidance.
🤩 Thresholds:
• Low threshold – needs more input and shows stronger reactions.
• High threshold – needs less input and shows weaker reactions.These are directly reflected in behaviour.
🤩 Through group discussions, practice, and the principal’s hands-on guidance, we gained deeper understanding, insight, and the ability to apply different sensory learning needs and styles for children.
Teaching and practice must begin with educators’ own experience. Only through personally engaging in activities can we empathise more subtly with children’s states and feelings during them.
A word from our principal:
“Each of us longs to be seen and to learn with enjoyment. Become the teacher you yourself would love to have, design the learning activities you yourself would love to do. When we can fully engage and mindfully observe ourselves, in this warm teaching environment we can pass on this love of teaching to our classrooms and therapy sessions.”
