Course | SI in Healthcare or Education

Course Dates

A course for professionals working with children with/without Autism and/or (L)VB;

• Spring 2026: March 19 and 20, April 23 and 24, May 28 and 29, 2026
• Fall 2026: September 24 and 25, November 5 and 6, December 10 and 11, 2026

- Application Procedure
You can register for one of the courses using the registration form. You will receive a confirmation of registration. If you cancel up to six weeks before the start of the course, the course fee is refundable. After that, the full course fee is due. Upon registration, there is a 14-business day cooling-off period from the date of the registration confirmation.

SI Care and Education children with/without autism and/or (L)VB

• Start date autumn 2025: September 25, 2025
• Start date spring 2026: March 19, 2026 **FULL** (Waiting list)
• Start date autumn 2026: September 24, 2026

Trainers

Esther Fleurbaay and Cor Reusen

Description

Sensory Information Processing (SIP) is the collaboration between our senses and purposeful movement. In other words, SIP is the process of perceiving sensory information from ourselves and our environment, and then converting this information into movement, action, and/or behavior. The sensory feedback we receive allows us to subsequently adjust this movement, action, and/or behavior.

Our senses have two tasks: warning us of danger and providing us with information. When our senses are primarily focused on warning us of danger, they can't simultaneously provide us with information. It then becomes difficult to absorb information, learn and remember something, or maintain our attention. This can lead to problems, preventing us from acting as effectively as we would like, or even losing the joy in our activities.

But what influence can autism, intellectual disability, or aging and dementia have on sensory processing? What happens in sensory processing during burnout, or in the presence of acquired brain injury (ABI) or a psychiatric disorder?

As we age, several senses deteriorate. We see less clearly, we hear less well, and the overall processing of information becomes somewhat slower. This aging of the senses affects our movement and (initiation of) action. When dementia or another form of acquired brain injury (ABI) is also present, the processing of sensory information changes again. Information is perceived differently, but so is the meaning given to what one hears, sees, feels, and so on. Because cognitive inhibition also (partially) disappears, in addition to problems with movement and action, disinhibited behavior can also occur.

Objective of the Course

The course is designed to provide healthcare or educational professionals (with at least a vocational education (MBO+) qualification) with knowledge and insight into sensory information processing, enabling them to apply the principles of sensory processing within their own professional care of children or clients. Upon completion of the course, participants will be able to recognize opportunities and limitations in sensory information processing and to observe and analyze these effectively. Participants will be able to identify and integrate potential sensory aspects that may contribute to the child's and/or client's learning, skills, activities, or social participation challenges within their own care of the child/client, and subsequently incorporate these into their advice to all involved parties.

For Whom

The course is intended for all people working in healthcare or education, such as: teachers, IB'ers, remedial teachers, social-pedagogical care workers, group leaders, youth care workers, VIG, nurses, behavioral scientists, occupational therapists or other professionals.

Two different courses are offered:
1) a course for people working with adults with intellectual disabilities, the elderly and dementia, NAH and/or mental health care;
2) a course for people working with children with/without autism and/or (L)VB.

The distinction between the courses is particularly evident in the translation to the different target groups within the case studies.

Content

• Sensory Processing Development: Theoretical knowledge of the senses and sensory processing is developed, with students learning how to integrate this knowledge into their professional practice as needed. The various ways of responding to sensory information are addressed. The potential impact on alertness, learning (or lack thereof), skills, behavior, and social participation within various contexts is examined.
• Alertness, regulation, and co-regulation. The student learns to consciously use sensory information to increase, decrease, or maintain alertness.
• Theory is alternated with practical assignments
• The different/abnormal sensory processing resulting from, for example, sensory aging, intellectual disability, or autism, and the potential consequences of this processing on motor skills, alertness, functioning in a classroom or living environment, actions, and the child's/client's perception of the world. The potential influence of this different sensory processing on specific problems children face in school or daycare/MKD, for example, in elderly care (vocal disruptive behavior, wandering (excessive walking), problems with daily living (ADL), and sleep problems), or mental health care is discussed.
• The student can identify the possible meaning behind the behavior, based on the child/client's sensory capabilities and limitations, and then provide explanations and practical advice to all involved. This involves advising all involved, focusing on the child/client's sensory capabilities and limitations, which play a role in the support questions focused on skills, learning, action, and/or behavior.

Student

The student is expected to complete various processing tasks. These tasks range from reading literature to observing and analyzing video footage of a child/client in various contexts. The student is expected (along with a fellow student) to give a presentation on a case study involving a child/client in which sensory processing plays a (hindering) role in motor functioning, learning, and social participation. Demonstrating how sensory aspects can be incorporated and integrated into one's own work setting and implementing guidance recommendations for other involved parties is considered an important part of this.

The cost of these textbooks is not included in the course fee. The total study load is 53 hours, consisting of 33 hours for attending classes and 22 hours for completing the assignments.

Method

Besides acquiring theoretical knowledge, there's a strong focus on putting theory into practice. The theory on sensory processing, alertness, and (co-)regulation is continuously translated to various target groups and the practical application of participants within their own professional field. This makes it a highly practical course, allowing students to apply what they've learned within their own field immediately after the first lesson.

Certificate

On the last day of the course, participants receive a certificate stating the number of hours they have completed. To receive the certificate, participants must have attended at least 90 percent of the lessons and completed the two mandatory presentations. If, due to unforeseen circumstances, participants are unable to attend part of the course, alternatives or compensation options will be explored in consultation with the instructors. Blocks 1 and 3 must be completed in full.

Accreditation

For those working in (youth) care, this course is accredited by the SKJ (Dutch Youth Care Association) with 52.25 points. For teachers, this course is accredited with 53 registration hours.

This course is accredited by the RV with 55 points for professional therapists (visual, dance, PMT, PMKT, drama, music and play therapy).

The course has been accredited by Registerplein with 55 points for mental health professionals, social workers, social workers, psychodiagnostic workers, child/youth workers, foster parents, and client support workers.

For nurses (areas of expertise: Child, Youth, Mental Health, Dementia, VG) the course is accredited with 34 points by V&V.

Practical Information

• Duration: 6 days, consisting of three 2-day blocks spread over three months. Training sessions are from 9:30 AM to 4:00 PM.
• Number of participants: minimum 8 and maximum 16
• Location: Ermelo
• Investment: €1,395. This includes training materials (reader, handouts), certification, e-learning, coffee, tea, and lunch.