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Mrs. Castle’s Classroom Edit display name

  • Grantswood Community School
  • Irondale, AL
  • More than half of students from low‑income households Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more

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Problems with processing sensory information often come​ along with disabilities such as Autism, and ADHD and can exist as the primary disability as well. Children are sometimes sensory avoiders (they have problems processing all that is coming in) and sometimes sensory seekers (these students are looking for additional stimuli). When a child has an issue processing sensory stimuli it can affect their ability to concentrate in a classroom setting. Some students may be so sensitive that sounds you and I might find perfectly acceptable are much too loud. The same goes for smell, touch, and sight. Students who are extra sensitive may have issues that go far beyond an inability to concentrate during class. They may cover their ears or eyes or even run from away from the situation altogether. In the sensory room, students are given a safe place to seek or avoid sensory stimuli. Students can go into the sensory room when they need a place that is quiet and where the lights are lowered. The sensory room is a place to calm down until a student is ready to rejoin the activities happening in a classroom. Spending a fairly short amount of time re-centering, whether it be gently swinging in a quiet space or jumping on a trampoline because the student needs extra sensory input can help a child refocus on the lesson. Jumping, swinging, crawling, balancing, and lying in a ball pit are all examples of activities that may be happening in a sensory room. These activities can help with core strength, posture, concentration, motor skills, calming, and visual tracking (important in reading!) Sensory room activities help students process incoming stimuli and we hope that you will help us add some needed equipment to make our sensory room more effective. Thank you!

About my class

Problems with processing sensory information often come​ along with disabilities such as Autism, and ADHD and can exist as the primary disability as well. Children are sometimes sensory avoiders (they have problems processing all that is coming in) and sometimes sensory seekers (these students are looking for additional stimuli). When a child has an issue processing sensory stimuli it can affect their ability to concentrate in a classroom setting. Some students may be so sensitive that sounds you and I might find perfectly acceptable are much too loud. The same goes for smell, touch, and sight. Students who are extra sensitive may have issues that go far beyond an inability to concentrate during class. They may cover their ears or eyes or even run from away from the situation altogether. In the sensory room, students are given a safe place to seek or avoid sensory stimuli. Students can go into the sensory room when they need a place that is quiet and where the lights are lowered. The sensory room is a place to calm down until a student is ready to rejoin the activities happening in a classroom. Spending a fairly short amount of time re-centering, whether it be gently swinging in a quiet space or jumping on a trampoline because the student needs extra sensory input can help a child refocus on the lesson. Jumping, swinging, crawling, balancing, and lying in a ball pit are all examples of activities that may be happening in a sensory room. These activities can help with core strength, posture, concentration, motor skills, calming, and visual tracking (important in reading!) Sensory room activities help students process incoming stimuli and we hope that you will help us add some needed equipment to make our sensory room more effective. Thank you!

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About my class

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