What s a Teacher to Do?

Transcription

1 What s a Teacher to Do? Sensory Strategies in the Classroom Alison Harris Paediatric Occupational Therapist

2 Big Topic with little time! This workshop aims to: Introduce basic ideas and strategies that have a broad use for many pupils Clarify what a sensory diet is Offer ideas of sensory strategies Help you consider your environment and the effect it has on your pupils Wet your appetite for more information

3 Sensory Integration Sensations flow into the brain like streams flowing into a lake. The brain locates, sorts and orders sensations like a traffic policeman directs moving cars.

4 Imagine how it feels... Imagine driving a car that isn t working well. When you step on the accelerator, the car sometimes lurches forward and sometimes doesn t respond. When you blow the horn, its deafening. The brakes sometimes slow the car, but not always. The indicators work occasionally, the steering is erratic and the speedo is inaccurate. You are engaged in a constant struggle to keep the car on the road. Would you be able to concentrate on anything else? (Greenspan The Challenging Child )

5 Sensory Processing and Autism Boyd et al s research (2010) cited high cooccurrence with Autistic Spectrum Disorders (ASD) and Sensory Processing Dysfunction, suggesting additional descriptions of sensory symptoms should be added to diagnostic criteria. For teachers managing sensory difficulties for children with ASD is an important issue. Boyd, B.B., Baranek, G.T., Sideris, J., Poe, M.D., Watson, L.R., Patten, E., and Miller, H. (2010) Sensory Features and Repetitive Behaviors in Children with Autism and Developmental Delays. Autism Research 3: 78-87

6 What do we see in classrooms? Children finding it hard to sit and concentrate Fiddling with items Chewing sleeves and collars Hiding under tables or getting in cupboards Running off Difficulty waiting or standing in queues Difficulty sitting close to others Irritable children, hitting out, getting frustrated?

7 Consider School Environment Take a look through a child s eyes Is it overloading some pupils?

8 Consider: Having a blank wall behind where you give most of your instructions or active teaching messages? Placement of pupils who are highly distractable how can you reduce the level of distraction visual or auditory? Work stations or using privacy boards?

9 Our Goal is to: Enable the child to be in a state of readiness to learn.

10 TOP DOWN INHIBITION Through verbal reminders I need you to concentrate, otherwise you won t know what to do! This is an inefficient way to regulate and cannot be done constantly throughout the day.

11 BOTTOM UP INHIBITION Using the child s 7 senses to achieve desirable behaviour / outcomes. A more basic and neurological way to aid concentration, organisation and readiness to learn.

12 SENSORY DIETS Just as we nourish our bodies with food, we need to nourish our brain with sensations. Sensations are the information our brain receives through the senses.

13 Sensory Diet Term coined by Willbarger in 1984 Linked to Sensory Processing Theory, but NOT Sensory Integration Therapy. Refers to a specific and individualised programme. Should be assessed devised and reviewed by OT with postgrad training in SI.

14 Sensory Strategies Simple, socially acceptable tasks that can be done throughout the day, which provide the child with the sensory input that they require to regulate their system. Activities carefully selected not to cause over responsive reaction Use as a preparation strategy for sessions Use as a top up during teaching

15 Most of us adults manage to regulate! We are able to make adjustments We are able to use past experience We are able to tolerate a level of difficulty We can use self regulation

16 What general principles can we use in the classroom? MOVEMENT BREAKS! Lots of them! Give fidgety children extra opportunity to move through having errands to run or jobs to do such as moving tables, carrying books, cleaning the board. Air cushions to sit on Have a variety of seating options available

17 Trampettes for those who need intense movement!

18 Other examples: Bouncing hard on gym ball for 1 minute Throwing beanbags at skittles 5 minutes supervised time on outdoor equipment

19 Helpful Fidgets Small semi filled balloons Blutac Massage rollers Stress balls or shapes Items that don t make a noise Items that wont break!

20 Less Helpful Fidgets! Could be items that: - light up - make noise - make great missiles - take attention away - are likely to break or split - items that will be very popular (so cause jealousy)

21 Self regulation The ability to attain, maintain and change arousal appropriately for a task We need to help children to self-regulate in the classroom

22 How Does Your Engine Run? By Williams and Shellengberger Is your engine running high or low? Practical ways to help children understand their own needs Options for self regulation

23 Calm Down Cuddle Ball Backrest massager Wrapping self in Theraband or lycra Pulling noodle ball Time away from noise/visual input Weighted equipment such as lap pads or shoulder wraps Remember that your voice is also a calming tool in the classroom!

24 Using a Dark Den

25 PLEASE DON T Fill a dark den with toys or lights if you want it to be a calm down place!! Consider having soft cushions, a blanket, a favourite finger fidget

26 LIGHT BULB... SEE BEHAVIOUR THINK SENSORY! CONSIDER the learning environment!