"For the child with sensory challenges, the classroom can be an overwhelming place.  All of the sensory systems are touched on in the classroom.  When sensory systems are challenged, learning is a struggle.  School based OTs are often times consulted when students struggle with physical or sensory issues that result in educational deficits." 

- The OT Toolbox, https://www.theottoolbox.com/sensory-strategies-for-school-based-ot/ 

Students may need support including accommodations and tools to help them in being ready to learn in the school environment.  Occupational therapists may help through observing, collaborating, and suggesting supports.

The sensory systems are described below.  From Healthline.com:

Proprioceptive system

Kids who seek out rough play and jumping or crashing may need more input to this particular system. Proprioception is one of our movement senses. It contributes to coordination and body awareness.

Input to the proprioceptive system may include:

• stomping

• jumping

• deep pressure

• working against resistance

Vestibular system

This is our other movement sense. It’s related to balance and how we perceive our body’s orientation in space.

Some kids need constant movement and can’t sit still. Others appear sluggish or lethargic. In these cases, the following vestibular input can help meet the child’s needs:

• swinging

• rocking

• swaying

• bouncing

Tactile input

Tactile input involves the sense of touch. Kids who constantly touch and fidget with objects or who are always touching others may need more tactile input. These children may benefit from the following:

• fidget tools

• tactile sensory bins

• deep pressure

Auditory input

Sensory experiences that involve sound refer to auditory input. When kids are constantly humming, yelling, and making other noises, they may need more auditory input than other children.

Good auditory experiences for kids who seek out this kind of input include:

• listening to music with headphones

• playing with toys that make noise

• playing instruments

Visual input

Kids who require more visual input may look closely at objects. They may seek out moving or spinning objects. They may have difficulty focusing on information presented visually.

Activities that provide visual stimulation may incorporate light or moving objects, such as:

• flashlight play

• toys that light up

• toys with moving parts

Olfactory and oral sensory systems

These two systems are how we process smell and taste. When kids seek out input to these systems, they may lick or smell objects like crayons or toys. Chewing also provides proprioceptive input, so kids may bite or chew on objects (think pencils or shirt collars).

These kids may benefit from exploring smells through play with the following:

• chewy toys

• chewing gum

• chewy or crunchy snacks

• scented markers

• essential oils

Keep in mind that while some kids with sensory processing issues need more sensory input in one or more of these areas, other kids may be hypersensitive to certain types of sensory experiences. These children may require less input. They may also require strategies to prevent negative reactions to these experiences.

Self-Regulation Strategies

• For School 

• For Home