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Introduction

Students with sensory processing disorders often face challenges in traditional educational settings due to difficulties in processing sensory information. These challenges can lead to academic struggles, behavioral issues, and social isolation. Inclusive practices that cater to the unique sensory needs of these students are essential to promoting their academic and social success. This thesis aims to explore the implementation of inclusive practices for students with sensory processing disorders in educational settings.

1.2 Background of Study

This chapter will provide an overview of sensory processing disorders, including their symptoms, causes, and prevalence among school-aged children. It will also discuss the impact of sensory processing disorders on academic performance and social-emotional development.

1.3 Problem Statement

This section will outline the current challenges faced by students with sensory processing disorders in traditional educational settings, such as lack of understanding and support from teachers and peers, limited access to sensory accommodations, and negative attitudes towards sensory differences.

1.4 Objective of Study

This chapter will outline the objectives of the thesis, including exploring the effectiveness of inclusive practices for students with sensory processing disorders, identifying barriers to implementation, and proposing recommendations for creating more inclusive learning environments.

1.5 Limitation of Study

This section will discuss the limitations of the research, such as the small sample size, potential biases, and generalizability of the findings.

1.6 Scope of Study

This chapter will define the scope of the research, including the specific population of students with sensory processing disorders, the educational settings being studied, and the types of inclusive practices being explored.

1.7 Significance of Study

This section will highlight the significance of the research, including its potential to inform educational policies and practices, improve outcomes for students with sensory processing disorders, and promote inclusivity in schools.

1.8 Structure of the Thesis

This chapter will provide an overview of the organization of the thesis, including a brief description of each chapter and its contents.

1.9 Definition of Terms

This section will define key terms used throughout the thesis, such as sensory processing disorders, inclusive practices, and educational settings.

Chapter Two: Literature Review

This chapter will review existing literature on sensory processing disorders, inclusive education, and effective practices for supporting students with sensory processing disorders in educational settings.

Chapter Three: Research Methodology

This chapter will outline the research design, data collection methods, participants, and data analysis techniques used in the study.

Chapter Four: Discussion of Findings

This chapter will present and discuss the findings of the research, including implications for practice and recommendations for future research.

Chapter Five: Conclusion and Summary

This chapter will summarize the key findings of the thesis, discuss their implications, and propose recommendations for implementing inclusive practices for students with sensory processing disorders in educational settings.

Thesis Overview:

Students with sensory processing disorders face unique challenges in traditional educational settings, which can impact their academic performance and social-emotional well-being. This thesis aims to explore the implementation of inclusive practices for supporting these students in educational settings. The research will review existing literature, examine current challenges and barriers to inclusion, and identify effective strategies for creating more inclusive learning environments. The findings of the study are expected to inform educational policies and practices, improve outcomes for students with sensory processing disorders, and promote inclusivity in schools.

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