How to Help Kids in School With Sensory Processing Disorder
Sensory processing disorder, also known as sensory integration disorder, makes it hard for your brain to make sense of things in your environment. Sounds may be amplified, lights may seem blindingly bright, and touch may be unbearable. On the other hand, you may need to hear or make noise all the time, want to touch, taste or smell everything, or be in motion constantly. This can make long days in a classroom especially difficult for a child, but it's possible to make things easier for him.
Things You'll Need
- Pencil
- Paper
- Silly putty
- Clay
- Fidget pencils
- Weighted vest
- Timer
- Yoga ball, rocking chair or swing
- Picture schedule
- Ear muffs or ear plugs
Instructions
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Help for the Child with Sensory Processing Disorder
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Identify whether the child avoids or seeks out sensory stimuli, or a combination of both. This can be done by observing what the child is drawn to and shies away from. A sensory-seeker may be found racing around the classroom, up to his elbows in finger paint, or singing loudly. A sensory-avoidant child may cover his ears when things get a little loud or chaotic, dislike the feel of certain textures, or prefer to work on his own, away from other children.
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Offer directions one step at a time. Kids with sensory processing disorder may have trouble processing multi-step directions, especially in a busy classroom setting. Offer directions one step at a time, and allow a few seconds for the child to absorb what he's expected to do before he gets started.
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Give the child a written list of directions that she can check off as each step is completed.
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Create a place where he can avoid distractions and bothersome input while he works. Moving his desk away from others can help; just make sure he's close enough not to feel isolated and will be able to participate with the class if he chooses to. Keep the desk away from windows, doors and high-traffic areas like the pencil sharpener or bookshelves.
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Provide simple distractions. The sensory-seeking child may benefit from a few simple distractions: things she can quietly manipulate as she works to satisfy her need for sensory stimulation. Look for things like silly putty, modeling clay and special pencils with "fidgets" at the top (see Resources). A weighted vest can provide much-needed tactile stimulation and comfort.
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Ease transitions. Kids with sensory processing disorder often have difficulty with transitions, for example from one activity to the next, or going from the classroom to another area of the school. Provide plenty of warning for these transitions; a small timer--even a simple hourglass or egg timer--can be quite helpful.
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Provide mats, cushions or carpet remnants for all the children to sit on during floor time. This gives the child a visible sign of everyone's personal space and can help him remember to keep his hands to himself.
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Put a yoga ball, rocking chair or small swing in a corner of the classroom. Allow the child to use these items for a few minutes in between activities, to ease transitions and provide comfort.
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Create a picture schedule. A picture schedule can be of great help to children with sensory processing disorder. Draw pictures of each daily activity next to a drawing of a clock with the corresponding time.
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Allow a sensory-avoidant child to wear ear plugs or earmuffs to muffle classroom noise.
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Provide alternatives to messy projects. Offer markers or a paintbrush when the rest of the class are finger painting; provide glue sticks in place of regular school glue.
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Use plenty of positive feedback. Sensory processing disorder isn't something the child can control, but with encouragement and support, she can learn to better moderate her responses.
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