Start Date
6-10-2025 9:00 AM
End Date
8-10-2025 7:00 PM
Description
An inclusive classroom embraces diversity while nurturing the shared bond of childhood, giving an equitable opportunity for every child to learn and grow, irrespective of their cognitive capabilities. Children with sensory processing disorders tend to get disruptive when emotionally frustrated or overwhelmed. Oftentimes, these disruptions give rise to safety concerns, emphasizing the need for safe teaching materials and the presence of support teachers. Soft tools serve as safe and engaging alternatives, simultaneously facilitating tactile therapy for emotional self regulation. This study applies service design principles to enhance and expand the role of soft teaching materials from mere toys to tools for learning. Supported by qualitative research data and case studies grounded in an inclusive education framework, this paper presents a discourse on reducing the learning gap in inclusive preschools (age 3-6 years) through the integration of interdisciplinary concepts and safe teaching materials. Result shows that use of crochet teaching materials provides a calming sensory experience while actively supporting learning and self-regulation in preschool students.
Citation
Rajitha, S.,and Mohammad, S.(2025) Bridging the Learning Gap in Inclusive Preschool Classrooms: Impact of Soft Teaching Materials on Behavioural Challenges.. https://dl.designresearchsociety.org/servdes/servdes2025/researchpapers/53
Bridging the Learning Gap in Inclusive Preschool Classrooms: Impact of Soft Teaching Materials on Behavioural Challenges
An inclusive classroom embraces diversity while nurturing the shared bond of childhood, giving an equitable opportunity for every child to learn and grow, irrespective of their cognitive capabilities. Children with sensory processing disorders tend to get disruptive when emotionally frustrated or overwhelmed. Oftentimes, these disruptions give rise to safety concerns, emphasizing the need for safe teaching materials and the presence of support teachers. Soft tools serve as safe and engaging alternatives, simultaneously facilitating tactile therapy for emotional self regulation. This study applies service design principles to enhance and expand the role of soft teaching materials from mere toys to tools for learning. Supported by qualitative research data and case studies grounded in an inclusive education framework, this paper presents a discourse on reducing the learning gap in inclusive preschools (age 3-6 years) through the integration of interdisciplinary concepts and safe teaching materials. Result shows that use of crochet teaching materials provides a calming sensory experience while actively supporting learning and self-regulation in preschool students.