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Visual sensory overload - too much on walls of an environment[I try to be conscious of this but it can get the best of me!]

Auditory sensory overload - environment too loud, student voice level expectations, type & volume of music while working?

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Different variations of sensory- is there more to be aware of along with visual, auditory, touch?

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Different variations of sensory- is there more to be aware of along with visual, auditory, touch?

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Too loud- when the kids get too loud it can be upsetting to students.
Visual- not know where to look or focus on an area.
Physical- desk pushing, running into things, putting things in their mouths, picking at things, needing a fidget

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How do you accommodate without distracting? How do you meet everyone's needs?

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How do you accommodate without distracting? How do you meet everyone's needs?

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I see a lot of it - all day long and not just with our Olympic students! Drawing, counting on fingers, movement of all kinds from pacing to wiggling in seats to toe tapping. I also see/notice distancing or proximal behavior, hugging, and or throwing. There's humming, headphones use, and verbal repetition, out loud and in self talk.

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I see a lot of it - all day long and not just with our Olympic students! Drawing, counting on fingers, movement of all kinds from pacing to wiggling in seats to toe tapping. I also see/notice distancing or proximal behavior, hugging, and or throwing. There's humming, headphones use, and verbal repetition, out loud and in self talk.

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When will we slow down and truly recognize the power of pausing in order to allow time and space for it - sensory processing?

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When will we slow down and truly recognize the power of pausing in order to allow time and space for it - sensory processing?

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Sometimes we see misbehaviors- like hiding, wandering, crying, getting mad at classmates, bathroom trips, apathy, for example, when I believe students are experiencing a sensory overload of some kind.   Would like to increase student and staff awareness and coping.  

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Sometimes we see misbehaviors- like hiding, wandering, crying, getting mad at classmates, bathroom trips, apathy, for example, when I believe students are experiencing a sensory overload of some kind.   Would like to increase student and staff awareness and coping.  

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Lack of safe, appropriate space to deescalate...

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Lack of safe, appropriate space to deescalate...

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I have seen, especially with some of our younger students, the need for a safe, quiet space where they can de-escalate without destroying a classroom, becoming disruptive and potentially becoming aggression with others.

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Large classroom size brings about a lack of space and this leads to an escalation of voice level in the classroom, leading to behavior problems.

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Large classroom size brings about a lack of space and this leads to an escalation of voice level in the classroom, leading to behavior problems.

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How can we stop othering students who have sensory needs?  The fact is, we all have sensory needs and sensitivities.  Maybe it's about teaching kids to recognize and honor their sensory needs (basically building up self-awareness and coping skills... there's definitely tons of crossover with what we are teaching/grading in SEL.) 

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How can we stop othering students who have sensory needs?  The fact is, we all have sensory needs and sensitivities.  Maybe it's about teaching kids to recognize and honor their sensory needs (basically building up self-awareness and coping skills... there's definitely tons of crossover with what we are teaching/grading in SEL.) 

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The way the younger students communicate can be confusing and it might take time to figure out what's happening, e.g. a younger child might scream if water touches her face. She might seek an elevated position, like sitting on a chair, when classmates are sitting on the floor.

For older students, it can look like pacing and not being aware of personal space or movements. Some might walk on tip-toes, others take their shoes off. Some need a gradual transition from one setting to another.

They might react to unfamiliar scents, like different types of markers. If it's unpleasant for them, they might need to sit away from it.

The child might avoid art smocks because they are too big/baggy, don't like changing their head position, or having things pulled down over their head. They might avoid getting messy, using construction paper, clay, or paint because they don't like the texture.

Noise: I have to pay attention to and turn off the high-pitched humming of the projector, the kiln fan, and the teacher mic right after using them.

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I notice the noise level is difficult to manage especially with huge class sizes. Students cover their ears or go to the nurse for headaches. When the environment is too loud students elope from class, become fidgety/agitated, can't focus or engage in activities.
Physical space is limited with large classes making it difficult for students to move around the room or stand and work when needed. When the teacher tries to help a student cope with sensory overload multiple times within a lesson it interrupts the learning for all students.
There aren't any places in the classroom or building where students can have a safe area to express this sensory overload. Fidgets are used in the classroom, but become more distracting than helpful.

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If we were able to provide a sensory room or space for students to use, what data is there for its effectiveness?

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If we were able to provide a sensory room or space for students to use, what data is there for its effectiveness?

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I want to encourage everyone to PLEASE use person first language. Instead of saying autistic students- I wan to invite everyone to say students with autism. This puts the person before the disability and shows what they have not who they are. Autism is one part of who they are not all they are.

Dunya

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It feels like we are saying sensory rooms aren’t proven helps, without appreciating that individual contributors know how/when to utilize them. How do we reconcile this?