Starting the year with your child’s teacher - Working together to build success:
What is sensory processing in the classroom?
Sensory processing is different for every child. Some children can become overloaded to the point they are seeking input such as fidgeting, leaving the work space or invading other peoples spaces. Other children may feel over loaded by avoiding further input, so they may hide under the desk, look away during instruction or have trouble initiating work.
Sensory processing often means a child can seek, is bothered by, misses or detects sensory inputs at a higher rate than their peers. This can indicate some children may need extra support to regulate and recognise when they may benefit from a break or tool to use, to return to their learning day.
How do we go about working alongside the teacher?
Having a new teacher and information sharing about your child can seem like a big role, with the mixed emotions of starting a new year.
The OT role can support establishing an understanding of your child’s needs by completing an ‘About Me’ for the teacher as an introduction.
The ‘About Me’ includes strengths, challenge areas, likes and interests, how to help, what are early warning signs and triggers that can help your child in the classroom.
Introducing sensory intervention into the classroom
OT’s can help introduce sensory strategies into the classroom in a number of different ways. This can include discussion with the teacher around how they structure the classroom and considering number of students in the classroom. A Sensory Profile questionnaire also supports teachers in understanding areas of sensory need and support.
Some sensory strategies such as fidget tools may mean a child doesn’t feel comfortable using these in front of their peers, therefore reviewing with teachers ways to have a range of different fidgets/other items available to every body can support inclusion and utilisation of tools.
Recognising children who need support with sensory regulation also need regular breaks, discussion from the Sensory Profile may help formulate meaningful breaks such as moving, being away from the noise of a classroom or reducing visual load.
Setting up communication through a book, diary or app system to provide feedback on the tools being used and general sensory regulation throughout the day is beneficial.
It is important to note that OT’s also work alongside Speech Pathologists and Psychologists in transitioning children to school. A collaborative approach through team meetings with teaching staff can be a useful tool in establishing goals and communicating progress as a team.
Please be in touch with your OT if you would like to further review meaningful sensory strategies for your child in the classroom.
Amy de Natris
Occupational Therapist