Research 

The contact-making process of teachers with learners, who present with sensory processing disorder (SPD), has an impact on the learners’ functioning in the classroom. In this study the researcher explored how teachers made contact with these learners by using their senses to accommodate the learners’ unique contact-making style. The involved occupational therapists selected teachers, who taught learners who received occupational therapy for SPD in the age group 7-12 years. The selected teachers participated in unstructured interviews. The case study was used as research method and aimed at gaining deeper insight into and understanding of the teachers’ understanding of and contact-making process with learners with SPD. Erikson’s developmental theory was integrated with the Gestalt theoretical perspective, with focus on the relevant age group. The researcher became aware of contact-making interruptions that occurred during the contact- making process between the teachers and learners with SPD. These interruptions occurred because the teachers did not fully understand the contact-making processes and needs of the learners with SPD. The mentioned contact-making interruptions may occur in various forms. The contact-making interruptions were used by the learners to protect themselves and for organismic self-regulation. During the unstructured interviews the teachers became aware of the importance of the way that they made contact with learners who present with SPD, but they lacked training in the appropriate teaching techniques. The results indicated that teachers needed knowledge about SPD and skills to facilitate and accommodate learners with SPD and to approach them according to their uniqueness. Recommendations were formulated to enhance the teachers’ knowledge about SPD and support the teachers to try other strategies in the classroom to improve the contact-making process with learners who present with SPD. The recommendations made by the researcher were done in support of teachers in order to make sufficient contact with learners who present with SPD, and in doing so, to promote the holistic development of these learners. It is important that teachers are aware of the possible contact-making interruptions used by learners who present with SPD, in order to creatively adjust their own contact-making process and to retry to make and maintain good contact with involved learners by using different senses. This study is a first step in more effective service rendering to learners with SPD, by clarifying issues and shedding light on how teachers cope with this challenge.