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