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Having access to a wobble cushion, fidgets, chewable pencil topper, a piece of rough velcro stuck to their Chromebook, or a tiny squishy they hide in their pants pocket, allows my students the movement their bodies are demanding without leaving their mainstream classes. When students learn how to use these items appropriately, not distracting their peers or their teachers, my students are amazed at how easy it is for them to pay attention and stay in class, even when their bodies are demanding movement. Often times students come in for a quick break (five minutes or less), from their mainstream classes, to allow their bodies the more vigorous movement it is demanding. I have two small trampolines and three under-desk cyclers that students use throughout the day. A DeskCycle I purchased in 2015 is used so often that the pedals need to be replaced every semester. One student used it for at least 40 minutes daily for two years. He could pedal while he read or completed work at his desk. The calming effect was visible. Currently, I have a new sixth grade student, attending two days per week (due to COVID-19 A/B schedule), that jumps at least 30 minutes each day on a trampoline. He prefers jumping over completing his mainstream homework. He does his homework at home. Many of my students are sensory seeking individuals, by us providing fidgets or tiny items to help them meet their physical need for constant input, they are able to stay in class and become engaged learners. If that need can not be met in class, we are working every day, to teach students how to meet their own needs by taking the breaks to walk, jump or pedal their way back into the class. Teachers see the results!

About my class

Having access to a wobble cushion, fidgets, chewable pencil topper, a piece of rough velcro stuck to their Chromebook, or a tiny squishy they hide in their pants pocket, allows my students the movement their bodies are demanding without leaving their mainstream classes. When students learn how to use these items appropriately, not distracting their peers or their teachers, my students are amazed at how easy it is for them to pay attention and stay in class, even when their bodies are demanding movement. Often times students come in for a quick break (five minutes or less), from their mainstream classes, to allow their bodies the more vigorous movement it is demanding. I have two small trampolines and three under-desk cyclers that students use throughout the day. A DeskCycle I purchased in 2015 is used so often that the pedals need to be replaced every semester. One student used it for at least 40 minutes daily for two years. He could pedal while he read or completed work at his desk. The calming effect was visible. Currently, I have a new sixth grade student, attending two days per week (due to COVID-19 A/B schedule), that jumps at least 30 minutes each day on a trampoline. He prefers jumping over completing his mainstream homework. He does his homework at home. Many of my students are sensory seeking individuals, by us providing fidgets or tiny items to help them meet their physical need for constant input, they are able to stay in class and become engaged learners. If that need can not be met in class, we are working every day, to teach students how to meet their own needs by taking the breaks to walk, jump or pedal their way back into the class. Teachers see the results!

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