Creating a Sensory-Friendly Classroom to Promote Positive Learning Behaviours

Welcome! Find a seat that will help you be alert and attentive (i.e. if you are highly distractible, don’t sit by the door!) Help yourself to any of the ‘tools’ on the table Make yourself a name tag if you don’t have one

Anne-Julie Bérubé Learning Enhancement Teacher at Kowloon Junior School Early Years Teacher for eight years (4 of which were at the ESF Kindergartens) B.A. Psychology, PGDE (Major in Special Education) Proud mom of a child with Sensory Processing Disorder

Aims of this workshop To gain a better understanding of sensory processing and how it affects the child in the classroom To explore ways to make you and your classroom more sensory responsive To recognise sensory-driven behaviours and understand how best to manage them

Who You Are…

What you’ve asked for…

Your understanding of sensory processing

Part 1 : The Theory A little understanding can have a big impact

Sensory Processing The brain’s ability to receive, organize and understand sensory information. Sensory processing includes reception, detection, integration, modulation and organization of sensory stimuli

Our senses are… sight sound touch taste smell proprioception vestibular (8. interoception)

Sensory Processing Disorder The inability to process sensory stimuli efficiently Recent brain research conducted at UC San Francisco found quantifiable differences in brain structures of people with SPD, confirming that it is a separate neurodevelopmental disorder

Sensory Processing Disorder A highly prevalent condition among students with disabilities Autism Spectrum Disorder ADHD Down Syndrome Specific Learning Disabilities such as Dyslexia Gifted and Talented

Sensory Modulation The ability to regulate and organize reactions to sensory input in a graded manner (jumping when you hear a loud bang, but not when the air conditioner cycles on) The balancing of excitatory and inhibitory inputs, and adapting to environmental changes (not jumping at every bang when your office is next to a large construction job)

Sensory Modulation It helps us to – Take in relevant information – Filter out irrelevant information – Prioritise our focus – Adapt to change in the environment – Regulate our arousal levels

Julian Treasure, sound consultant How we listen Pattern recognition: Distinguish noise from signal Differencing: We discount sounds that remain the same Filters: What we pay attention to Sound places us in time and space 2:10

Why is good sensory processing so important? Self-Regulation Comfort, Self-Esteem Motor planning, sequencing Motor skills development Attention, impulse control Readiness to learn Application of learned material

Know thyself… A game of TRUE or FALSE After each statement is read, stand on the TRUE side if you feel this statement is true of you most of the time. Stand on the FALSE side if it isn’t

What is a sensory profile? We experience life through our senses and each of us has a distinct level of tolerance for the sensations we experience. A Sensory Profile provides a specific approach to understanding our own responses and those of others.

What is a sensory profile? A Sensory Profile is a research based framework that reflects how sensitive we are to the input of sound, movement, visual images, fragrances, taste, texture and touch in our daily lives. Our tolerance is determined by the brain, and we all respond from low to high thresholds in tolerating sensory information in everyday things.

Sensory processing dimensions Sensory processing occurs through the interaction of two dimensions: 1- The neurological threshold (LOW vs HIGH) 2- The behavioral response strategies (Passive vs Active) It gives us four general sensory presentations

Low Registration Child HIGH threshold-Passive Passive child Dull affect. Seem overly tired. Might not notice what is going on around him/her Difficulty in non interesting tasks e.g. handwriting Low sensitivity Does not respond to name when called Misses cues Difficult to engage

Sensory Sensitive Child LOW threshold-Passive Overly sensitive Anxious Emotionally insecure Easily upset May become irritable Difficulty with change and transition May become insistent on routines Difficulty staying on task Easily distracted by surroundings May have outbursts after rather than while over stimulated

Sensation Avoiding Child LOW threshold-Active Easily over aroused, which causes them to be distracted May be sensitive to noise, touch, movement Difficulty in crowds/ busy places Difficulty with change and transition Easily upset Overly sensitive Anxious Emotionally Insecure Frequent tantrums Avoids activities Escape

Sensation Seeking Child HIGH threshold-Active On the go Fidgeting Can’t sit still Seeking all kinds of movement Chewing Impulsive Excitable Fast May not notice if face or hands are messy May be a safety risk Bumps into people

Part 2: The Environment Help or hinder?

The Environment The auditory environment The visual environment Providing for individual students’ sensory needs

The Auditory Environment The 4 ways sound affects us Physiological Psychological Cognitive Behavioural You can’t understand two people talking at once We have a very small amount of bandwidth for processing auditory input, which is why noise like this (open plan office) is extremely damaging to productivity 66% decrease in productivity in open plan offices

Why architects need to use their ears 2:45 Classroom designs not conducive to hearing. Esp. for students with impaired hearing, ESL, introverts Noise affects teachers’ health too When sound environment improves, behaviour and results improve significantly 7:20

How can we make the auditory environment better? Be aware of the overall level of noise Strive for balance. Build in some quieter times during the day Provide alternative, quieter work spaces (hallway, reading corner, etc.) Provide access to music (with headphones) Provide ear defenders/ear plugs to very sensitive students

A side note: Sensory overload Overload occurs when a person experiences too much sensory stimulation and cannot handle it all. This can happen when there’s a lot going on, like hearing people talk while a tv blares in the background, being surrounded in a crowd, or seeing lots of blinking screens or flashing lights. The effects of sensory stimulation are cumulative

Meltdowns Meltdowns and shutdowns may happen as a reaction to sensory overload Although they may sometimes look alike, meltdowns aren’t the same tantrums They are best viewed and managed as panic attacks

The Visual Environment Read “Consider the Walls” On a post-it, write a word or a phrase that resonated with you or prompted a thought Consider how some of the issues raised in Julian Treasure’s talk might apply to the visual environment Find 2 different people and tell them about it

How can we make the visual environment better? Create an organized working environment Think about your classroom layout Keep the classroom structured with clearly defined areas Have a ‘work desk’ or ‘concentration pod’ Visually define a student’s space (cushions, mats, etc.)

How can we make the visual environment better? Keep the environment as clutter free as possible Put toys and tools in labeled drawers, boxes If a shelf is problematic, over it with a piece of fabric

How can we make the visual environment better? Re-think your displays and use of wall space Some students benefit from them. Try to compromise so you are meeting all students’ needs Keep the art and decorations in one spot (e.g. bulletin board) rather than all over the room Keep large spaces of blank wall so that children aren’t overwhelmed Have a ‘work desk’ or ‘concentration pod’ Have visual boundaries (privacy boards, pop up partitions)

The visual environment competes with the teacher for children’s attention Fisher et al, 2013. Kindergarten children placed in a laboratory classroom for six introductory science lessons. The visual environment in the classroom was experimentally manipulated. Children were more distracted by the visual environment, spent more time off task, and demonstrated smaller learning gains when walls were highly decorated than when the decorations were removed.

Some other visual stimuli to consider… Artificial lighting Crowds of people Clutter Eye contact

And don’t forget YOU... Your tone of voice Your actions, your movements Proximity, eye contact Smells, perfumes, after-shave Dazzling, sparkly jewelry Patterned clothes Texture of clothes Make-up, bright lipstick

Your efforts will benefit ALL your students All students have days when they are stressed, tired or ill and their threshold for stimulation changes A lot of our students are introverts who also get over stimulated easily Some children seem to be coping at school but go wild or completely fall apart once they get home

Anxiety and Learning Anxiety affects academic performance It affects a student’s working memory, making it difficult to learn and retain new information Anxious students learn and think less efficiently Anxiety = increased inflexibility, emotional intensity and impulsivity For students to learn, they must be calm and regulated

Creating a sensory room It’s often difficult to create a sensory-friendly classroom that is appropriate for the needs of each student Creating a sensory room within the school is ideal In such a room, you would find things that provide relaxation and reduce sensory overload, as well as things that may provide sensory feedback to ‘rev up’ the child

Creating a sensory room Things to calm down… A pop-up tent A beanbag chair Music player and headphones A rocking chair Blanket to wrap a child in Lava lamp Fish tank Stress-reducing squeeze toys Weighted vest, lap pad, or neck roll

Creating a sensory room Things to stimulate A mini-trampoline for jumping A therapy ball for bouncing Bubble machine Selection of gum/mint/tart candy/water Teeter-totter or scooter board Scented markers Water, sand, or rice table

Creating a sensory area within the classroom Separate the area from the rest of the classroom Your reading corner could double up as your sensory area? Have a tent or make one by placing a blanket over a small table Have a beanbag chair, a music player, some headphones, stress-reducing toys and textures. If your classroom is large enough, you could have a mini-trampoline or therapy ball for bouncing

Other ways to accommodate sensory needs in the classroom For kids distracted by all the movement around them Work desk Pop-up partitions For kids who need quiet to concentrate: Ear defenders, headphones, ear plugs

Other ways to accommodate sensory needs in the classroom For kids who need to move and fidget: Inflated disc cushions Therapy balls (to sit on) Thera band on chairs Fidgets

Other ways to accommodate sensory needs in the classroom

Other ways to accommodate sensory needs in the classroom For kids who need to chew: Chewy stixx Chewy gems Gum!!! Crunchy food

I can do these exercises to help me focus

I can do these exercises to help me focus Push on head and resist

How can you manage all this? A few tips… Set up rules (e.g. for gum and fidgets: I don’t want to see it, I don’t want to hear it) Give the children a timer to use in the sensory area. Give the child a specific amount of time and reinforce good behaviour (coming back once the time is up) Be careful with ‘break cards’. Students can quickly start using them to escape nonpreferred activities

Make sure the area never gets used as a ‘time out’ area Don’t wait until a meltdown to get the student to the sensory room/area. Being taken out to go to there can be perceived as a punishment Make a visit to the sensory room/area a regular part of the child’s day (put it on his visual schedule) When to visit? Before challenging tasks, when over stimulated (e.g. after recess), before math or writing

Children take their cues from you Children take their cues from you. If you ignore some behaviours, eventually the students will learn to ignore it too Establish from the beginning that in your classroom, everyone gets what they need. If a student questions why a child is allowed to chew gum or use the sensory area and she isn’t, simply reiterate that everyone gets what they need and if one day you see that she needs something, you’ll make sure she has access to it

Part 3: Teaching Self-Regulation and Advocacy Setting them up for success

Self-Regulation Self Regulation How to maintain a calm alert state How to recognise the body’s needs When movement needs are escalating When stress and anxiety is escalating When attention is reducing How to choose the appropriate activity?

Why is it important to teach self-regulation? At the moment, there isn’t enough empirical evidence to prove the effectiveness of Sensory Integration Therapy Sensory processing issues don’t disappear. They continue into adulthood The presentation of sensory issues changes as children mature As they mature, children learn to tolerate sensory stimuli and learn socially acceptable ways to cope with their sensory issues

Why is it important to teach self-regulation? We need to give kids tools to manage sensory- processing problems, otherwise later on they withdraw from activities that would be great social outlets for them (and this may lead to mental health issues) Include students in the planning of sensory activities. Self-advocacy for needed support helps build self-esteem and confidence. It also helps avoid dependence on adults to solve their own problems

Why is it important to teach self-regulation? “Teachers who are proactive about allowing children to advocate for sensory-diet items and permit them to engage with these in the classroom to regulate their attention levels will in turn have kids that can achieve optimal on-task behaviour” --Author, Creating Sensory-Friendly Classrooms

The Practical bit…

The Starfish Organizer What do you plan to have/do more of? What do you want to add to your classroom? What do you plan to have/do less of? What do you plan to remove from your classroom? What are you doing well? What would you like to keep doing? What are you going to start doing? What are you going to stop doing?

In Conclusion… Students with SPD spend an inordinate amount of energy just trying to get through the day Maintaining their focus is extremely hard It is our duty as educators to provide them with an environment where they can learn and progress despite their challenges. Every little bit helps.