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Item The Impact of Innovative Learning Environments on Sensory Processing Difficulties: Students’ Perspectives.(Pennsylvania State University, 2021-10-01) Busch R; Dharan VNew Zealand’s education policy and practice is fast moving towards innovative and collaborative approaches to learning, to improve outcomes for all students. One of the ways to achieve this has been creating learning environments that foster acceptance of diversity, build relationships, and enable the active participation of students through Innovative or Flexible learning environments. Current literature, however, suggests that the move to collaborative learning spaces and the introduction of Innovative Learning Environments (ILEs) has been inconsistent, with a lack of understanding of the pedagogical nuances to fully realise their inclusive capacity. This article draws from a study that examined students' participatory rights under the United Nations Convention for the Rights of the Child (UNCRC) with a focus on Article 23.1 in enabling students with Sensory Processing Difficulties (SPD) to actively participate in their learning. Using a qualitative design, the study explored the perspectives and experiences of 10 secondary school students with SPD in an ILE setting. The findings highlighted the positive impact of ILE and the social benefits of schooling. The students showed a strong preference for ILE over traditional classrooms, as it created a learning environment that afforded more opportunities to work with their peers. These social affordances were at times constrained in ways the physical spaces were utilised, without due consideration to their acoustic sensitivities. One of the key implications of this study was the need for a more sophisticated pedagogy that would maximise the benefits that ILEs offer, to enhance the participation of students with SPD. The study demonstrated a high level of perceptiveness and insightfulness of the students that must be heard and acted upon as a matter of their rights to actively participate in their learning communities.Item Wearable multi-sensory design for adults with SPD : a thesis presented in partial fulfilment of the requirements for the degree of Master of Design at Massey University, Wellington, New Zealand(Massey University, 2022) Guieb, TraceyOur senses are extremely important in helping us understand and respond to environmental changes. Someone with Sensory Processing Disorder (SPD) may struggle to create appropriate responses to input through these sensory systems - leading to sensory overload or anxiety. There is limited support for adults living with SPD due to the misconception that only children experience it or that it is a condition that can be ‘grown out of' as you get older. Most sensory products in the market are targeted at children and are not suitable for individuals who may want to self-regulate discreetly. My thesis explores how wearable multi-sensory design in apparel can help adults with SPD cope in situations and environments that may cause them discomfort, stress, or anxiety in a way that is appealing and specific to their unique sensory challenges. Universal design strategies were implemented within an empathic and iterative design process. Secondary contextual research combined with expert consultancy, questionnaires, surveys, and wearer testing, identified specific user needs. Multiple design explorations responding to identified criteria and adult sensory profiles created a range of visually appealing, discreet, customisable sensory wear. This modular apparel range aids adults who experience SPD, as well as a much wider group of individuals who identify with associated sensory challenges.