Sensory Issues

Sensory Issues

Students are exposed to a variety of sensory stimuli throughout their day at school (e.g. lights, noises, textures of clothing, proximity of students, etc.). Some students have difficulty filtering out and/or processing sensory stimuli, which can have an impact on their ability to learn and function appropriately within the classroom or school environment.

What You May See

• Stimulating/regulating behaviours, such as:

  • hand flapping

  • rocking

  • picking at fingers

  • chewing on clothing

  • shredding paper

  • covering eyes or ears

  • walking around classroom

  • sitting inappropriately

  • frequently moving while sitting

• Frequently asking to go to the bathroom or to get a drink

• Attempting to leave an area without permission

• Making loud noises or movements to block out other stimuli while engaged in a task (e.g. humming, hand flapping, spinning, etc.)

• Attempting to block out the unwanted or overwhelming stimulus (e.g. turning off the lights in the classroom, closing classroom doors, wearing a jacket or hat in class)

• Exhibiting fear or anxious behaviours (e.g. screaming, hiding under a desk, refusing to go to phys. ed. or music class, wearing heavy clothing, etc.)

• Refusing to participate in group activities

• Eating items that are inedible (e.g. pencils, crayons, glue, rocks, clothes, staples, etc.)

Possible Classroom Adaptations

• Prompt the student to use calming strategies (e.g. deep breathing, head down, self-hug, etc.). Note: Some students will need direct teaching to learn calming strategies

• Provide a quiet area within the classroom to relax or take a break and teach/prompt the student when and how to use this area/time

• With the support of the Program Planning Team, provide the student with access to a quiet work space for new learning and/or challenging academic subjects

• Allow the student to use noise reduction headphones or ear plugs

• Consider alternative light sources in the classroom

• Consider seating arrangements (e.g. near the door, close to the front of the class, in the back so student can walk around, etc.)

• Provide scheduled breaks throughout the day (e.g. going for a walk, rest time, delivery person, library helper, etc.)

• With the support of the Program Planning Team, consider the use of a multi-sensory, Snoezelen, or work-out room in a proactive manner (e.g. prior to or following a highly stimulating event)

• Provide sensory regulation items/fidgets (e.g. chewlery, lap pillow, wedge cushions, bitty bottoms, etc.)

• With the support of the Program Planning Team, provide social stories/scripts to prepare the student about what to expect and how to respond (e.g. lining up, cafeteria expectations, routine fire drills, etc.). The school Guidance Counsellor or Speech-Language Pathologist can help with creating these supports

Strategies and Supports

• Breaks

• Home-School Communication

• Physical Organization of the Classroom

• Relaxation Techniques

• Rewards

• Sensory Regulation Tools