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Mrs. Weaver's Classroom Edit display name

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Students in special education often need support in the areas of sensory integration and interventions incorporated into their daily learning environment. Students with a sensory processing disorder, often have trouble regulating their sensory needs. This can include students who have tactile, visual, auditoral, vestibular, and proprioceptive processing needs. Sensory processing disorder can be associated with a magnitude of learning disabilities including autism spectrum disorder, attention deficit disorder, attention deficit hyperactivity disorder, as well as many other medical diagnoses that affect many school-age children. The additional input required by these interventions varies from child to child. However, incorporating sensory interventions into their routines can prompt an effective educational setting. In order to help with their academics, we must first meet their sensory needs in order to help students regulate their internal urges. Rather than having students distracted by their sensory-seeking behaviors, by placing these interventions into the student’s daily routine, they are able to better regulate, control behaviors, decompress, and learn. The materials provided would be permanently embedded within the school and allow an outlet or sensory regulation for generations to come. Students that have been diagnosed and those who do not have a diagnosis will be able to unite on these sensory paths to not only promote inclusion but to promote the calming strategies and benefit from various sensory regulating methods these interventions have to offer.

About my class

Students in special education often need support in the areas of sensory integration and interventions incorporated into their daily learning environment. Students with a sensory processing disorder, often have trouble regulating their sensory needs. This can include students who have tactile, visual, auditoral, vestibular, and proprioceptive processing needs. Sensory processing disorder can be associated with a magnitude of learning disabilities including autism spectrum disorder, attention deficit disorder, attention deficit hyperactivity disorder, as well as many other medical diagnoses that affect many school-age children. The additional input required by these interventions varies from child to child. However, incorporating sensory interventions into their routines can prompt an effective educational setting. In order to help with their academics, we must first meet their sensory needs in order to help students regulate their internal urges. Rather than having students distracted by their sensory-seeking behaviors, by placing these interventions into the student’s daily routine, they are able to better regulate, control behaviors, decompress, and learn. The materials provided would be permanently embedded within the school and allow an outlet or sensory regulation for generations to come. Students that have been diagnosed and those who do not have a diagnosis will be able to unite on these sensory paths to not only promote inclusion but to promote the calming strategies and benefit from various sensory regulating methods these interventions have to offer.

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About my class

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