Teaching Children with Sensory Needs

I have experience teaching a child with sensory needs. My son, Andy, who has Asperger's Syndrome, has a huge aversion to cheese. We do everything we can to keep the cheese out of his line of vision, otherwise, he either runs away from cheese, complains, or screams. My son also has many of the challenges I have listed below, which are common traits for children on the autistic spectrum or children with nonverbal learning disorder.

Fortunately, there are many resources that offer practical solutions, tips, and strategies for teaching a child with special needs. Although, the information I have gathered in my research doesn't solve all of my child's learning and behavioral challenges, every bit of new information I review and apply to my teaching helps make my job that much easier and Andy that much more successful in school and in his daily life.

The list of challenges I have provided from my research is followed by practical techniques you can use today. I use most of the strategies myself. I suggest printing out the list and keeping it close at hand for reference.

Common Sensory Challenges:

hyporeceptive: don't always register pain or register inconsistently and inaccurately

small changes to a famliar situation can completely confuse a child

Hugs can be threatening and bright colors overwhelming

Loud noises can frighten a child

Voices can be painful

Capacity to hear may be better than to see

Lethargic and tire easily, moving from one position to another requires a great deal of energy

Poor sense of self, of body in space, and underestimate how to safely move and navigate environment

To help self will stick to strict routines and avoid playing with others

Aversions and oversensitivity to certain texture, sounds, colors, people, scents, tastes without specific reasons or cause

Oversensitive to bright lights and sounds, like the humming of the fridge,certain light bulbs, and electric currents, that other people may not notice

Difficulty sitting still and getting comfortable

Low tolerance for constant repeated noise or loud noise

Overwhelmed around a lot of people, especially new people

Unable to focus when distracted with visuals, such as clutter of pictures on a work page

1. Adjust tone of voice to an even, low level.

2. Provide comfortable seating and options. Allow child to move from chair, to standing position, to couch, to floor, to bed.

3. Reduce visual clutter on workbook pages by cutting long sheets in half horizontally, removing distracting pictures, highlighting problems to complete, and consider changing curriculum if the workbooks are too "busy."

4. Keep sensory objects in a shoebox at the child's workspace filled with squeezable objects like balls, stretchy toys, and other textured toys. Encourage child to hold an item during stories, break and other times.

5. Write a list or make picture cards of "warm-ups" to do before beginning work or during breaks, such as push-ups, making circles with arms, running in place.

6. Allow frequent breaks; do not expect or ask a child to sit in one position for more than 30 minutes.

7. Provide frequent snacks and items to chew on during lessons.

8. Place the pencil sharpener in another room, so the child has to walk a distance to sharpen his pencil. Keep other supplies far away from the main room, such as novels and science kits, so the child can use energy retrieving items.

9. Play soft music in the background. Run the dishwasher, vacuum, television, etc. after class. Shut the windows, if there is outside noise. Avoid talking on the phone. Encourage siblings to have a quiet time or quiet reading, while teaching a son or daughter with sensory issues.

10. Choose work pages with simple layouts, little color, and more than enough space to write answers.

11. Remind the child the work problems may not be changed or altered on the page.

12. Give "Doodle Time" by keeping stacks of paper within reach, so the child can doodle during breaks and in between lessons.

13. Use a paper frame and paper windows to assist in locating information on a page and tracking while reading.

14. Avoid graphs and tables with a lot of information.

15. Have child suck on a sucker, mint, water bottle, etc.

16. Provide a pillow on the seat, weighted vest, extra shirt, blanket, etc.

17. Provide headphones to drown out outside noise.

18. Give option to leave and go to a quiet place.

19. Avoid too many activities in a day and over scheduling.

20. Maximize predictability.

21. Guide verbally with repetition.

22. Insist the child help put things away and keep his work area tidy.

23. Stick to a daily schedule and review changes.

24. Evaluate the size of the chair where he sits to do most of his work, the posture of the child while he is working, and the lighting of the study area.

25. Ask the child if there is something specifically bothersome, distracting, or irritating.

26. Use a soft-bristled therapy brush and brush skin on the back or arms, provide a bar of soap with a rough or bumpy texture in the bath or shower, rub or softly scratch the back or head with your fingers.

27. Keep only the basics on the worktable. Provide one sharpened pencil, any needed tool, such as a multiplication table, and the work at hand. Place all other books, materials, papers and other school items out of the child's line of sight, perhaps on a chair or on a shelf.

More Sensory Tips at Autism Awareness Center
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