Towards appropriate sensory products for learners with learning problems: a case study-based review

Children with learning problems (LP) 1 experience learning differently in the classroom environment (Speece, Case and Molloy 2003) and may require an adapted curricula and form of assessment. LP may be caused by a genetic predisposition, prenatal injury and/or various neurological and other general medical conditions. Bradley, Danielson and Hallahan (2002) as well as McNamara (2004) advocate the early identification of children with LP, ideally within the primary grades in order to improve treatment effectiveness. Play is one of the interventions that a remedial teacher may introduce into a classroom. During play, children often use inanimate objects rather than verbal utterances to convey their feelings, beliefs and perceptions about themselves and their world (Schoeman and Van der Merwe 1996). Teachers involved with special education help these children through intervention strategies once LP has been identified. A wide variety of mediums, which can include interaction with educational toys, can be used as intervention strategies in a classroom or playroom environment. Luckin, Connolly, Plowman and Airey (2003) reported that interactive toy technology has the potential to stimulate children with LP. Two separate studies highlighted the need for developing interactive toys. These studies found that children with developmental disabilities respond better to these types of toys during play sessions (Bambara, Spiegel-McGill, Shores and Fox 1984; Hsieh 2008).