The effect of sensory integration on dysorthographia of students with specific learning disability

This study was aimed to examine the effect of sensory integration on improving Dysorthographia of students with Specific Learning Disability. The pretest-posttest experimental design with control group was used. Among the students with Specific learning disorders in the third grade of elementary school in Isfahan, who referred to the Learning Disabilities Center in the 2018- 2019 academic year, 32 students were selected with targeted sampling method and divided into a control group(n=16) and an experimental groups (n=16). The experimental group received sensory integration learning program for twelve 45-minute sessions. For collecting the data, Raven's Progressive Matrices, Spelling Disorder Diagnostic Test, Task analysis method and colored progressive matrices were used. Data was analyzed using covariance analysis. Findings have shown that there was a significant difference among scores for two groups (p < 0/001). Accordingly, it can be concluded that sensory integration training, similar to other fundamental learning skills, can be an effective approach in the treatment of improving dysorthographia. The findings suggest that our approach can be used by psychologists and educators, who work with learning and spelling disabilities in children.