Written by Meg Raby Klinghoffer
Teachers deserve Ferraris and paid housing. It’s not just 1-4 kids they are catering to but often up to 24 or 25! What we know is that 1 in 4 have a sensory processing difference and thus sensory accommodations are needed. No accommodations, you’re setting the student up for subpar learning and participation. Subpar learning and participation? These are often the kids that are deemed the “difficult student” or the class clown–if you have a child who follows the rules, then they are bound to see these kids as the “bad” kids. At D&J, this just won’t do. There are no bad kids, there are simply kids responding to their environments in the only way they know how to. It’s our job, the teacher’s job, to help provide an optimal environment that suits their sensory needs and gets them to a place of regulation.
And psst! Teachers! YOU yourself might have sensory needs. The 1 in 4 statistic is referring to children AND adults. Please make sure yours are met! (How does anyone expect a teacher to handle 25 students if they’re feeling dysregulated themselves? And no, wine isn’t an option.)
So what does a sensory inclusive classroom look like? It basically looks like a clean and organized space that is neither too hot nor too cold in temperature, neither too bright or too dark in lighting and has minimal extraneous noises. It’s a room clearly set up for the success of each child. This means for those who might be sensitive to loud noises like the fire alarm on fire drill days or all the noises filling up an assembly, having a pair or two of noise canceling headphones would be helpful to offer. How about the kid who is always doodling? Perhaps let them doodle or play with a fidget tool while the lesson is being taught or the story is being read. Long gone are the days where listening looks like sitting upright quietly at a desk while facing the teacher at the front of the classroom. In order to get proprioceptive and vestibular needs met, or a grounding for each student with a sensory processing difference pertaining to where their body is in space and balance, it is recommended a variety of seating options be offered. Some of our favorites include the Wiggle Seat, a portable inflated disc with bumps on top that can easily be placed on an existing chair, an exercise ball, or even a stand-up desk, if possible.
Other ways to get your classroom set up for sensory inclusive success, are already embedded in the common classroom–some intentionality and quick adjustments just need to be added! If one of your students seems to have a hard time sitting still and really benefits from gross motor, or big movement, activities, then assign them the role of passing out worksheets or materials to their classmate or consider having them be the primary plant carer. This gets them up and about around the classroom while also staying the course for the day’s plan.
Neuroscience has shown us various parts of the brain are not activated the same way from person to person and that some need lots of movement in order to be able to take in what is being said to them. And yes, we do know it is super hard to determine what exact accommodations are needed, so be sure to give yourself grace and approach each regulation attempt with a trial-and-error energy. Moreover, we have come to love the nation’s leading nonprofit in sensory inclusion, KultureCity, and would love to direct you and your child’s school to them to see how you can get your entire school trained in sensory inclusivity and to obtain various tangible accommodations to help out your neurodivergent learners!
But what’s working in your classroom or in a classroom you’ve observed? Share with us and tag us @dominoandjuliette so we can take note!
