The Impact of Sensory Integration and Spatial Thinking Exercises on Improved Non-verbal Intelligence in the Children with Learning Disorder

Muṭāli̒āt-i Ravān/Shināsī-i Bālīnī. 2015;5(19):19-33


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Journal Title: Muṭāli̒āt-i Ravān/Shināsī-i Bālīnī

ISSN: 2322-3189 (Print)

Publisher: Allameh Tabataba'i University Press

LCC Subject Category: Philosophy. Psychology. Religion: Psychology

Country of publisher: Iran, Islamic Republic of

Language of fulltext: Persian

Full-text formats available: PDF



Zohreh Tavakoli

Farhad Jomehri

Adis Kraskian Mojambari


Double blind peer review

Editorial Board

Instructions for authors

Time From Submission to Publication: 8 weeks


Abstract | Full Text

Learning disorders could be prevented if identified before the elementary school; otherwise, they will bring about irremediable damages. Sensory integration refers to the reception and processing of the seven senses' information (motion, touch, pressure, vision, hearing, taste, and smelling). In a learning disorder, sensory information is not carefully processed; therefore, one could treat a series of writing, reading and spelling disabilities as well as mathematical disorders by coordinating eyes and hands and motion control, etc. Spatial thinking exercises aim to boost children's ability for spatial and visual perception, establishing necessary coordination among the eyes, hands and other senses. In this technique, the statistical population of children with learning disorder was provided with sensory integration training and spatial thinking exercises for 2 months. The results suggest that sensory integration training and spatial thinking exercises lead to improved non-verbal intelligence in the children with learning disorder.