Understanding Sensory Dysfunction: Learning, Development and Sensory Dysfunction in Autism Spectrum Disorders, ADHD, Learning Disabilities and Bipolar Disorder by Polly Emmons & Liz Anderson & Liz McKendry Anderson

Author:Polly Emmons & Liz Anderson & Liz McKendry Anderson
Language: eng
Format: mobi
ISBN: 1849856206
Publisher: Jessica Kingsley Publishers
Published: 2005-05-14T21:00:00+00:00

SENSORY DYSFUNCTION AT SCHOOL

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• Aggression—Physical violence or the threat of physical violence

(sensory overload, perceived threat, actual or perceived inability to

perform task)

Home/school partnerships

It is our belief as well as our experience that effective communication is the absolute cornerstone of effective home/school partnerships. This is the only way that you can have a truly win-win-win (parents, school, and, most importantly, the child) situation. We are keenly aware, both as teachers and as

parents, that truly effective communication requires at least willing participants. In other words, if the parents are not fully participating or the school is not fully participating then “everyone is not at the table.”

In the Perfect World…

• the home and the school intentionally, quickly, build a positive

rapport

• the family is well-informed and respectful of the child’s school life

• school personnel are well-informed and respectful of the child’s

home life

• communication between home and school is as frequent as is

needed and is thoughtfully sent and thoughtfully received

• home and school both have enough time and resources to share

victories and positive experiences

• parent–teacher conferences (phone or in person) are occurring and

they are constructive and collaborative

• everyone is on “the same page” and mutually supportive of goals.

Some questions…possible solutions…?

• Is everyone committed to building positive rapport? —Are there

participants who are talking “down” to others, using jargon, or

whose communication (verbal or nonverbal) might be construed

as negative or demeaning?

• Does the family have a true understanding how their child’s program

functions? —Has the family been given information, in their

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UNDERSTANDING SENSORY DYSFUNCTION

primary language, explaining their child’s program(s) in terms

they can understand?

• Do the school personnel have a basic idea of how things function at

home? —Has the school been given appropriate, pertinent

information to aid the school in understanding the child’s

situation?

• Are there limitations at home or at school? If so, are all parties

informed? —Is it a family situation that could affect the child’s

education program? Is it a school situation that could affect the

child’s education program?

• Are you acknowledging the other parties’ efforts? —As the family are you taking the opportunity to note and to appreciate the effort

being made by the school on behalf of your child? As the school

personnel, are you taking the opportunity to note and to

appreciate the effort being made by the family on behalf of the

child?

Creating a plan

Effective communication can occur in several different ways. We have found

that creating a plan using focused questions will usually be a great help to the child with sensory dysfunction. Of course, the obvious first choice is that the home and school collaborate by answering these questions and devising a

strategy separately or by scheduling a time to develop the plan together. For a variety of reasons, this may not always be possible. A form that can be used at home or in school might include the following:

• child’s name

• address

• date of birth

• diagnosis

• sensory profile

• resources available (people, equipment, time, and money)

• areas of strength

• areas of difficulty (list in order of priority)

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