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