Morin, A. (n.d.). Classroom accommodations for sensory processing issues. Understood.org. Web.
This source provides information about strategies for ensuring students with sensory processing problems can comfortably participate in class activities. The first strategy the author recommends is having a stable and suitable schedule that does not change abruptly. If changes are to be done, there should be an advance warning and prepare the children for such disruptions. The schedule should be posted in visual form, and the teacher should ensure students can easily view them (Morin, n.d.). The next strategy provided by this source is the building of self-regulation skills. Children should be allowed to work in different positions, like sitting on the floor during group discussions. Additionally, warnings should be given early in advance if there are expected loud bells or equipment such as earplugs to assist with noise sensitivity. Lastly, the article states that teachers should reduce the need for manual writing or allow additional time to accommodate motor skills fatigue.
Petix, L. (n.d.). Classroom accommodations for sensory needs. The Ot Butterfly. Web.
The podcast recommends several sensory accommodation tools that children in the classroom can use. The speaker highlights that some parents may not be willing to see their children being noticed because they are wearing or using a special tool. However, the source suggests it is better to be noticed using tools that help children with sensory problems rather than neglecting them to suffer from related effects. The tools mentioned include headphones, a wiggle cushion, a weighted vest, weighted lap pad (Petix, n.d.). Children can use these tools to ensure they respond better without heightened sensitivity issues.
Wild, G., & Steeley, S. L. (2018). A model for classroom-based intervention for children with sensory processing differences.International Journal of Special Education, 33(3), 745-765. Web.
The source examines the brainwork program that involves a number of practices that teachers were allowed to use in the classroom. Such strategies included brain breaks at defined intervals depending on the grade. Sensory breaks were also part of the program, including running around, yoga, and climbing stairs (Wild & Steeley, 2018). Most teachers found the program effective, but there were concerns about some activities based on their applicability.
Classroom accommodations for kids with sensory issues. (n.d.). Inclusive Solutions. Web.
This source provides crucial details about helping students with sensory issues. The article acknowledges that most children may not have other problems in socializing and learning except sensory challenges (Classroom accommodations, n.d.). The source discusses the importance of parents’ or guardians’ involvement in ensuring successful individualized education plans designed in school. Another way to ensure such programs work is to facilitate children with sensory tools such as earplugs.
Lawlor, L. (2019). Sensory friendly classroom design and instruction. Web.
The article explores different strategies to ensure a sensory-friendly learning environment. The source suggests that educators should be creative and design environmental adjustments and instructional approaches that meet the learning needs of students with sensory problems. Children with sensory processing challenges can be assisted if teachers are keen on using different evidence-based strategies (Lawlor, 2019). This source provides details about the procedures and strategies as well as their rationale. For instance, the author suggests that classroom visual displays be used to create a relaxed environment that fosters concentration rather than distractions. Meaningless and congested decoration overloaded with different colors and letters may confuse students with sensory processing problems.
Asian College of Teachers (n.d.) How to deal with students with sensory processing issues in a classroom? Senteacherstraining. Web.
This source provides a comprehensive list of classroom strategies teachers can use to help students with sensory processing issues. Some strategies include allowing children to use fidget toys and chewing tools for self-soothing as part of their coping activities (Asian College of Teachers, n.d.). Further, the article suggests using visual materials to learn daily routines that avoid abrupt changes. The source acknowledges the need for parents and teachers to work as a team to help children develop coping strategies.