Classroom Strategies
The typical classroom is expected to have rules, schedules, and a uniform approach to order. Students with sensory needs that are different from the majority of the class can often be labeled as misbehaving or disruptive. Individuals with ADD/ADHD, autism, learning disabilities, and sensory processing disorders often require alternative ways to function in this setting. An understanding of sensory processing is required to meet these students’ needs. Below are some tips for educators and parents on how to address unwanted behaviors.
If a child has difficulty standing or walking in line, try using tape on the floor or carpet squares. This will provide visual cues to gauge distance. Have each student raise their arms out to ensure personal space between them (“space checks”). Consider having the child be the “engine” (front) or “caboose” (back) of the line, acting as a train. Being in the center of a lineup can be overstimulating. Assign the child something to do with their hands while walking/waiting, such as interlocking fingers, crossing arms, using pockets, etc. Assign gross motor motions, like tip toeing for 10 seconds at a time. This can help the child focus and control their body. When a child with ADHD has to focus on staying still, following a path, and being surrounded by others, he or she can quickly lose concentration. Ask the student to gaze at a window or faraway point, to better align with the direction they are walking.
The caregiver’s goal should always be to create an environment that enables the student to succeed. It is important to keep in mind the sensory needs of each individual, and how the typical classroom might be either overwhelming or under stimulating.
If the issue is not staying seated in class, a quick fix may be to change the chair. Adding a cushion, pillows, or a slightly inflated beach ball can help increase body awareness. It can also alleviate any cravings for pressure or comfort. The small beach ball will act as a “wiggly” seat to allow subtle movements and free up the mind for better attention. A stretchy band can also be tied to the bottoms of the chair legs so the child can kick it or swing it harmlessly while attending to their work. Use of a timer can help the child visualize what it means to stay seated for certain amounts of time. It breaks up the task into more manageable chunks. Allow standing breaks and stretch breaks. If medically cleared, gum or hard candy acts as an outlet for oral fidgeting rather than physical, and can reduce the urge to get up from the desk so frequently. Gum can even be added into the child’s Individualized Education Plan.
If following procedures and routines is difficult, try adding a daily schedule with photos. Make a checklist with the actual sequence of taking off boots, hanging up coats, putting folders away, etc. Post numbered stations around the room, with a designated job at each one. If messy workspaces and lockers exist, use tape to outline where each item
should be, such as pens, books, lunchboxes. Print a checklist of what items belong in a drawer versus what does not.
If the child has poor posture in the desk or lays their head down while writing, it may mean the desk is not adjusted properly. Ensure good height and the ability for their hips, knees, and ankles to be at 90 degree angles (upright sitting). Feet should be flat on the floor. Allow for step stools if their legs do not reach, to prevent dangling. The desktop should fall at their elbow height when arms are bent. Proper positioning is key when students already have sensory deficits or poor proprioception.
If students have trouble sitting up and paying attention during floortime, try sitting them against the wall so their back is supported. Give personal space boundaries like shapes on the rug. Try bean bag chairs or pillows, or having them sit on their knees with ankles crossed under them. This increased pressure input can have a calming effect.
For the student with difficulty writing, try adding a material under their papers. Something soft like Styrofoam can help the writer stop pressing too hard. They will learn to control their muscle output. If not pressing hard enough when writing, try using sandpaper, a stiff rug sample, or a padded notebook. The texture gives more feedback through the pencil and into the child’s hand. Highlighting the paper margins can also orient the student’s visual field and prepare them for neater writing inside the lines.
The caregiver’s goal should always be to create an environment that enables the student to succeed. It is important to keep in mind the sensory needs of each individual, and how the typical classroom might be either overwhelming or understimulating. With trial and error of different approaches, each student should have access to their education without unfair distractions or extra challenges.