Sensory integrative dysfunctions describe difficulties in the central nervous processing of sensory stimuli and can be divided in sensory modulation dysfunctions and sensory-based motor disorders. The concept is based on Jean Ayres? theory of sensory integration. Sensory integrative dysfunctions do not therefore constitute a classified diagnosis. Their causes are still unknown and the effectiveness of sensory integrative therapy has yet to be proved. The present thesis addresses this topic from a critical perspective and intends to give an overview of this theory?s complexity. Furthermore, the possibilities of supporting children suffering from sensory integrative dysfunctions outside therapy have hardly been explored. The empirical study aims at comparing sensory integrative therapy and the support of sensory perception provided by MIKADO nursery nurses. Moreover, it focuses on the MIKADO nursery nurses? possibilities of integrating parts of the sensory integrative therapy with the support of sensory perception. The study is based on problem-centered interviews with five sensory integrative therapists and five MIKADO nursery nurses. The results definitely show similarities between the two interventions, especially regarding interactions, activities and games as well as tools and materials. However, all in all, the differences prevail. The great potential lies in complementing the work of sensory integrative therapists and MIKADO nursery nurses by including the children in question and their parents. Sensory integrative therapists possess the necessary expertise and can provide advise to MIKADO nursery nurses. MIKADO nursery nurses, in turn, can facilitate the successful transfer of therapeutic elements to everyday life and therefore contribute to a promising work with children suffering from sensory integrative dysfunctions thanks to their everyday life experiences, the omnipresent equipment and the enormous time spent with the children.