Accommodations for Students
Accommodations for Students with Sensory Integration Disorder (also known as Sensory Processing Disorder) include the following:
A 504 Plan
If a child with Sensory Integration Disorder doesn’t receive Special Education Services, he/she can still get help through a 504 plan. A 504 plan is a formal document that states what accommodations must be made for a child, such as allowing him/ her to eat lunch somewhere other than the noisy cafeteria or having more time allotted for taking tests.
An I.E.P. (Individual Education Plan)
If a child receives Special Education Services, his I.E.P. will spell out specifics such as school accommodations (preferential seating, sensory diet activities and others), assistive technology, therapeutic and educational goals, and mandates for related services such as OT, physical therapy, and speech therapy.
Creating A Sensory Diet
There’s a big difference between “bad behavior” and “sensory overload.” Sensory overload can be recognized and managed by knowing and understanding what overwhelms a child with Sensory Integration Disorder. Once things that overload a child with Sensory Integration Disorder have been identified, a Sensory Diet can be created. A Sensory Diet can include:
Walking: Taking a brief walk at specified intervals, perhaps accompanied by an aide.
Listening to calming music: Using an iPod or other audio player, the child can listen to music that helps him regain his composure. The music should be classical or include nature sounds. Teachers can talk to parents to figure out what music would be best for a particular student.
Objects for chewing: Objects to chew on such as a Pencil Topper can provide soothing oral input to keep a student focused on learning rather than sensory cravings.
Push-ups and jumping jacks: Jumping jacks or just jumping in place, and push-ups done in a chair or against a wall.
Stretching: Stretching wakes up the body after a quiet activity. Everyone can benefit from stretching after sitting, but it’s even more important for a child with sensory issues.
Special place in line: When lining up with other children, the child should always be at the front or end of the line so she isn’t disturbed by other children crowding or bumping into her. A Teacher may appoint the child as a "Line Monitor" so that the child does not think he/she is being punished.
Accommodations for Testing, Classroom Assignments and Organization
Test accommodations. A child with sensory challenges may need to take tests in a separate room with fewer children around (to reduce distractions), be given extended time (if she processes information slowly), and be allowed to record answers in any manner (for example, answers may be typed or dictated to someone else).
Accommodations for instructions. A child may need instructions or the day’s schedule to be provided verbally and visually, either written on the board or in writing. This is particularly true for students with auditory and visual processing difficulties.
Backpack and homework check. Helping a child with his/ her backpack at the end of the day will ensure that no items are left behind. He/She is given an assignment notebook, which is broken down by subject matter and has room for short notes between teacher and parent. Both teacher and parent should sign off on the assignment notebook daily.
Concentration accommodations/ Visual accommodations. A child may sit at a desk by himself/ herself instead of a table when working on multi-step, complex assignments, for better concentration. A child may wear any prescribed eye wear, including colored lenses and sunglasses indoors, that has been determined necessary. He/She can be provided with written directions, in a form he can easily read (for example, black on white paper rather than colored markers on a white board).
A 504 Plan
If a child with Sensory Integration Disorder doesn’t receive Special Education Services, he/she can still get help through a 504 plan. A 504 plan is a formal document that states what accommodations must be made for a child, such as allowing him/ her to eat lunch somewhere other than the noisy cafeteria or having more time allotted for taking tests.
An I.E.P. (Individual Education Plan)
If a child receives Special Education Services, his I.E.P. will spell out specifics such as school accommodations (preferential seating, sensory diet activities and others), assistive technology, therapeutic and educational goals, and mandates for related services such as OT, physical therapy, and speech therapy.
Creating A Sensory Diet
There’s a big difference between “bad behavior” and “sensory overload.” Sensory overload can be recognized and managed by knowing and understanding what overwhelms a child with Sensory Integration Disorder. Once things that overload a child with Sensory Integration Disorder have been identified, a Sensory Diet can be created. A Sensory Diet can include:
Walking: Taking a brief walk at specified intervals, perhaps accompanied by an aide.
Listening to calming music: Using an iPod or other audio player, the child can listen to music that helps him regain his composure. The music should be classical or include nature sounds. Teachers can talk to parents to figure out what music would be best for a particular student.
Objects for chewing: Objects to chew on such as a Pencil Topper can provide soothing oral input to keep a student focused on learning rather than sensory cravings.
Push-ups and jumping jacks: Jumping jacks or just jumping in place, and push-ups done in a chair or against a wall.
Stretching: Stretching wakes up the body after a quiet activity. Everyone can benefit from stretching after sitting, but it’s even more important for a child with sensory issues.
Special place in line: When lining up with other children, the child should always be at the front or end of the line so she isn’t disturbed by other children crowding or bumping into her. A Teacher may appoint the child as a "Line Monitor" so that the child does not think he/she is being punished.
Accommodations for Testing, Classroom Assignments and Organization
Test accommodations. A child with sensory challenges may need to take tests in a separate room with fewer children around (to reduce distractions), be given extended time (if she processes information slowly), and be allowed to record answers in any manner (for example, answers may be typed or dictated to someone else).
Accommodations for instructions. A child may need instructions or the day’s schedule to be provided verbally and visually, either written on the board or in writing. This is particularly true for students with auditory and visual processing difficulties.
Backpack and homework check. Helping a child with his/ her backpack at the end of the day will ensure that no items are left behind. He/She is given an assignment notebook, which is broken down by subject matter and has room for short notes between teacher and parent. Both teacher and parent should sign off on the assignment notebook daily.
Concentration accommodations/ Visual accommodations. A child may sit at a desk by himself/ herself instead of a table when working on multi-step, complex assignments, for better concentration. A child may wear any prescribed eye wear, including colored lenses and sunglasses indoors, that has been determined necessary. He/She can be provided with written directions, in a form he can easily read (for example, black on white paper rather than colored markers on a white board).