Sensory Processing

Sensory Processing Disorder (SPD) can manifest in various ways in a classroom, as children process sensory information differently. Here are some signs you might notice:

Over-Responsiveness (Hypersensitivity):

To Touch:

• Avoids certain textures (e.g., glue, paint, or rough materials).
• Reacts strongly to accidental touch from classmates.
• Dislikes wearing specific clothing due to seams, tags, or fabric.

To Noise:

• Covers ears or reacts with distress to loud or unexpected sounds (e.g., bells, clapping).
• Struggles to focus in noisy environments.

To Visual Stimuli:

• Easily distracted or overwhelmed by bright lights or busy visuals (e.g., posters or bulletin boards).
• May avoid looking at screens or bright light sources.

To Smells or Tastes:

• Refuses certain foods due to strong preferences for texture or smell.
• Reacts negatively to classroom odours (e.g., markers, cleaning supplies).

Under-Responsiveness (Hyposensitivity):

To Touch:

• Seeks out intense tactile experiences, like squeezing or rough play.
• May not notice dirt on hands, or discomfort from a minor injury.

To Movement:

• Frequently fidgets, swings legs, or seeks opportunities to run and climb.
• Appears clumsy or unaware of personal space.

To Noise:

• Unresponsive to name being called or to classroom instructions unless directly addressed.
• Doesn’t seem bothered by loud noises others find overwhelming.

To Visual or Auditory Input:

• Needs extra prompts to attend to visual cues, like reading from the board.
• Seems drawn to objects with spinning or flashing lights.

Sensory-Seeking Behaviours:

• Frequently touches objects or peers, sometimes inappropriately.
  Stands too close to others or leans on them.
• Chews on objects like pencils, shirt collars, or erasers.
• Moves constantly, even when seated, by rocking, bouncing, or tapping.

Emotional or Behavioural Signs:

• Difficulty transitioning between activities.
• Easily frustrated, often with outbursts that seem disproportionate.
• Appears overly tired or overstimulated after busy activities.
• Avoids group activities or seems withdrawn during social interaction.

Academic Impact:

• May have difficulty focusing due to sensory distractions.
• Challenges with fine motor tasks like writing or cutting.
• Difficulty following multi-step instructions due to sensory overload.

Create a Sensory-Friendly Environment

Reduce Visual Clutter:

• Keep classroom decorations simple and organised.
• Avoid overly bright or crowded bulletin boards.

Minimise Noise:

• Use noise-cancelling headphones, sound-dampening materials (like rugs or curtains), or soft background music for calming effects.

Adjust Lighting:

• Provide natural light when possible or allow students to use sunglasses or hats if sensitive to bright lights.

Provide Sensory Breaks

Offer “sensory breaks” to help regulate students’ arousal levels. Examples include:

• Using a quiet corner or sensory room.
• Allowing time to engage in movement activities, like walking, jumping, or stretching.
• Incorporating breathing exercises or mindfulness techniques.

Flexible Seating Options

Alternative Seating:

• Use wobble stools, exercise balls, or cushions to provide subtle movement.

Standing Options:

• Allow students to stand at their desks or use standing desks if needed.

Defined Space:

• Give personal space with clear boundaries (e.g., carpet squares, lap desks) to reduce sensory overload.

Provide Sensory Tools

Fidget Tools:

• Offer stress balls, putty, chewable necklaces,