Incorporating Social Goals in the Classroom by Moyes Rebecca A.; Moreno Susan J.;

Author:Moyes, Rebecca A.; Moreno, Susan J.;
Language: eng
Format: epub
Publisher: Jessica Kingsley Publishers

Obtain a good quality balloon. Wrap the mouth of the balloon around the bottom of a funnel and add rice, tapping the balloon gently on the table to eliminate air pockets. When the balloon is full, tie it off in a knot. The student can then squeeze the balloon when he/she becomes stressed. You can also make the same device using flour instead of rice. Both items will also help with building hand strength.

Encouraging the child to push or pull heavy objects occasionally, or perform tasks where they must carry a heavy object for a short amount of time, can help with proprioceptive problems.

Children with sensory problems may exhibit excessive and repetitive behaviors (rocking, spinning, hand flicking, head banging). These may be classic symptoms that their sensory systems are in overload. However, some children crave these sensations because their sensory systems are understimulated. You will need to look closely to determine if the repetitive behavior is a result of stress, or if they are craving vestibular stimulation. Allowing the child to have controlled periods of spinning or rocking will be beneficial as a ‘stress buster,’ and may also serve to increase needed stimulation to the vestibular system.

For children with visual/spacial problems, use calming lights and remove objects that dangle from the ceilings or flap in the wind from your room’s decor. Use muted, soft colors. Replace flickering light bulbs. Avoid seating the child in a high-traffic area such as near a pencil sharpener or garbage can. If the child is having trouble attending to a worksheet, eliminate articles on his/her desk. Provide a black or dark-colored background under the worksheet. Place the worksheet on a vertical surface which will draw it closer to his/her eyes.

For children with auditory problems, try closing the door to the classroom during a quiet period of the day and ‘tune-in’ to the noises that you hear within your room. Choose seating away from the noises you cannot eliminate. Warn the child if sudden noises are expected. Applying felt to the bottoms of chair feet may help to eliminate ‘scratching’ sounds. Limiting the use of a pencil sharpener or other noisy appliance in the classroom will be helpful.

For students with tactile defensiveness problems, it may be necessary to avoid having him/her finger paint, use clay, or apply glue with his/her hands. Have him/her use tools such as cookie cutters or Q-tips to complete the task. If the child has difficulty sitting in a group setting, allow a small rug or taped-off portion of the sitting area to be ‘his’ or ‘her’ space.

Occupational therapy should have a sensory component to address the needs of these children. Sensory integration therapy may help the child with vestibular differences, touch sensitivities, and visual/perception problems. It may also serve to reduce the amount of stress the child feels because of his/her sensory differences.

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