| Sensory motor integration deficits are fairly | | | | Some children need sensory input to help them to |
| common in both children and adults. The following | | | | stay focused. Here are some things you can do |
| is a list of tips for teachers who have children | | | | to help these children. |
| with sensory processing disorders. | | | | · Allow the child to sit on an air cushion |
| General Strategies | | | | pillow that is slightly filled with air. This allows for |
| Have the child line up in the back of the line to | | | | movement without the child leaving his desk. |
| minimize physical contact with others. | | | | · Encourage the child to run or climb |
| · Don't have the child wait in line for long | | | | during recess. |
| periods of time. | | | | · Give the child tasks requiring sustained |
| · Permit the child to wear a sweater or | | | | repetitive movements, such as washing the desks |
| jacket indoors. This may help to relax the child. | | | | or erasing the blackboard. |
| · Space the children far enough apart so | | | | · Have these children move heavy |
| that they do not touch one another inadvertently. | | | | objects like rearranging books or desks. |
| · When sitting on the floor, use markers | | | | · Give the child opportunities to move |
| or masking tape to define the child's personal | | | | around by making him your messenger. Let him |
| space. | | | | run notes to other teacher or to get things the |
| · Allow the child to choose where he sits | | | | class needs. |
| during story time. | | | | · Never discipline the child by taking away |
| · Don't force a child who is showing fear | | | | recess privileges or physical education. |
| or distress to participate in activities. | | | | Some children do better if they are able to |
| · Place the child's desk along the side of | | | | stimulate their mouths or hands. Here are some |
| the room outside of traffic. | | | | things you can do to help these children. |
| · Orient the child's desk so that he has a | | | | · Let them keep a water bottle at their |
| good view of where others are moving. | | | | desks. |
| For Children who Have Sensitivity to Touch | | | | · Let them chew on something like a |
| Many children who are sensitive to light touch | | | | straw or coffee stick. |
| prefer firm pressure. This helps to relax them. | | | | · Let them keep a small squeeze ball in |
| The following tips will help them: | | | | their pocket. |
| · Never touch the child from behind. | | | | Some Things to Remember |
| · When you do touch the child, approach | | | | · Children with multiple disabilities often |
| the child from the front to give a visual cue that | | | | have sensory motor integration deficits. |
| light touch is coming. | | | | · These children may have difficulty with |
| · When touching the child, use firm | | | | motor planning and knowing the position of their |
| pressure on the back or shoulder rather than a | | | | body in space. |
| gentle touch. | | | | · These children often have poor balance. |
| · Seat the child next to quiet calm | | | | · Being in crowded places and situations |
| children. | | | | makes these children anxious and uncomfortable. |
| · Some children are disturbed by the | | | | Children with sensory processing disorders |
| hardness of the chair. | | | | experience the world differently. They may have |
| · Allow the child to sit on a pillow on | | | | extreme discomfort or pain from sensations that |
| cushion. | | | | other people might find pleasant. This is a |
| Specific Advice For Children Who Need Extra | | | | functional disorder. Keep in mind that the child |
| Sensory Input | | | | cannot control this problem. It is not his fault. |