University of North Dakota

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Occupational Therapy Capstones Department of Occupational Therapy

2022

Creating a Sensory Friendly Classroom

Kaitlynn Stearns

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 Creating a Sensory Friendly Classroom

By: Kaitlynn Stearns OTDS

Advisor: Julie Grabanski PhD, OTR/L

Occupational Therapy Doctorate, University Of North Dakota, 2022

A Scholarly Project

Occupational Therapy Doctorate

 APPROVAL

This scholarly project submitted by Kaitlynn Stearns in partial fulfillment of the requirement
for the Degree of Occupational Therapy Doctorate from the University of North Dakota, has
been read by the Faculty Advisor under whom the work has been done and is hereby approved.

______________________ [Julie Grabanski PhD OTR/L]

___________________________________________ Date

ii
 PERMISSION

Sensory Friendly Classroom

Occupational Therapy Occupational Therapy Doctorate

In presenting this scholarly project in partial fulfillment of the requirements for a graduate degree
from the University of North Dakota, I agree that the library of this University shall make it
freely available for inspection. I further agree that permission for extensive copying for scholarly
purposes may be granted by the professor who supervised my project or, in their absence, by the
Chairperson of the department or the Dean of the School of Graduate Studies. It is understood
that any copying or publication or other use of this scholarly project or part thereof for financial
gain shall not be allowed without my written permission. It is also understood that due
recognition shall be given to me and the University of North Dakota in any scholarly use which
may be made of any material in my scholarly project.

Kaitlynn Stearns

04/21/2022

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 TABLE OF CONTENTS

ACKNOWLEDGEMENTS ………………………………………………………...…………… v

ABSTRACT …………………………………………….……………………………………… vi

CHAPTER

I. INTRODUCTION ……………………………………………………………..……….. 1

II. REVIEW OF LITERATURE …………………………………………………………... 4

III. METHODOLOGY ……………………………………………………………………. 20

IV. PRODUCT DESCRIPTION …………………………………………………………... 23

V. CONCLUSION ………………………………………………………………………... 27

REFERENCES ………………………………………………………………………………… 30

APPENDIX ... ………………………………………………………………………………….. 34

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 ACKNOWLEDGEMENTS

I would like to express my gratitude to my advisor, Dr. Julie Grabanski for all of the

guidance, feedback, and support throughout the entirety of this process. I truly would not have

been able to complete this product without her help and consistent reassurance.

I also want to express my gratitude to Jenna McKenney, without whom, this product

would not have come to life. Without her willingness to make a change in her classroom and use

the basis of OT to enhance her classroom, this product would not have been possible.

Lastly, I want to thank my family, friends, and classmates for unconditional love and

support throughout this entire process. No amount of words will ever be able to accurately

express how grateful I am to have such an incredible support system.

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 ABSTRACT

Purpose: Children’s primary occupations are centered around engagement in their education

through interaction with their learning environment and academic pursuits. In the school season

months, children in Minnesota are spending roughly 935 hours at school annually (MARSS,

2020). The student’s environment in school provides a number of sensory experiences that can

either support or inhibit a student’s ability to succeed in school. Many research studies have

shown that children who have sensory needs that go unmet can display disruptive behaviors and

will typically withdraw from engagement in their education (Dean et al., 2017). The purpose of

creating the Sensory Friendly Classroom is to ensure that sensory needs of all students are met to

ensure that they are reaching their full potential in their educational pursuits.

Methods: In order to create the Sensory Friendly Classroom, an in-depth literature review was

completed to ensure that all relevant information pertaining to children’s environments in school,

the role of occupational therapy in school, and sensory needs of children was gathered prior to

development of the project. Main findings supported the idea that creating a more inclusive

sensory experience in the general education classroom not only aligned with the language written

into the Individuals with Disabilities Education Act, but also would provide higher engagement

and success for all students [(Bar-Shalita et al., 2008) (Kinnealey et al., 2012)]. The project was

guided by the Ecology of Human Performance (EHP)which describes the interaction between the

person, their context, and the tasks they need and/or wish to engage in (Dunn, 2017).

Conclusion: Overall the Sensory Friendly Classroom was developed in collaboration with a

midwestern elementary school classroom to ensure that all students have the opportunity to reach

their full potential in the educational setting. Through allowing children to have their sensory

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needs met in each context of their education that they engage in on a daily basis, children are

better prepared to reach their full individual and academic potential.

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 CHAPTER I

INTRODUCTION

Children who are elementary aged spend a majority of their day in schools and within the

walls of classrooms. This means that one of their primary occupations is participation in

education. However, this concept does not solely relate to education in the sense of academic-

related task, it also describes their ability to simply be within the classroom and engage with

their teachers, peers, and their environment. The actual classroom environments provide a wide

variety of sensory experiences for students or sometimes, lack thereof. When children who have

differences in sensory processing are placed in such an environment with overstimulating

sensory experiences in one sensory system and under-stimulating sensory experiences in another

sensory system, their sensory needs can go unmet and the child may therefore demonstrate

disruptive behaviors (Mills et al., 2016).

Based on the language written into the Individuals with Disabilities Education Improvement

Act (IDEA) which was revised in 2004, it is required that students receive supports that allow

them to participate in their education in the “least restrictive environment” (Kinnealey et al.,

2012). This reiterates the importance of providing modifications-including sensory

modifications-and helping students learn strategies so that they are able to participate in their

education within the classroom alongside their peers.

The wide variety of sensory processing needs that any one individual may have is often times

too complex and time consuming to address in depth with each individual. Therefore, the

purpose of creating a sensory friendly classroom is to provide teachers with a guide to help them

understand behaviors that are related to unmet sensory needs, and how they can provide these

1
students with opportunities to engage in sensory based strategies to achieve an optimal level of

arousal in order to be a successful student.

The variety of sensory experiences that children engage with in the physical, social, cultural,

and temporal contexts within the school setting presents an opportunity for modifications to be

made to each context to further enhance student’s abilities to succeed. The focus of this product

was on developing potential options to modify or enhance each context in order to increase the

performance range of students using the lens of the EHP model. Through understanding each

context that a child interacts with during the day, combined with knowledge of how sensory

processing can affect learning, modifications that can easily be implemented by teachers will

enhance student success in the classroom. Collaboration between educators and OT practitioners

falls within the scope of OT practice (AOTA, 2014). Therefore, by educating teachers on

occupational therapy-based strategies in addition to the recognition of sensory processing

difficulties, teachers are able to recognize and remediate possible unmet sensory needs of their

students. Not only does this broaden the scope of the OT within the school setting, but it also

allows for an ongoing collaboration between the educator and the occupational therapist.

Through the creation of a sensory friendly classroom, student’s learning and ability to

accurately and actively participate in their education would be enhanced. Evidence from the

University of California San Francisco suggests that approximately 5-16% of school aged

children have sensory processing patterns that differ from their neurotypical peers (Bunhim,

2013). This means that a much larger percentage of students than simply those who fall under the

requirements for Individualized Education Plans (IEPs) or Section 504 accommodations, are

being impacted by sensory needs. Because of this data combined with the requirements as stated

within IDEA, it is appropriate that sensory needs for children be addressed in the least restrictive

2
environment which, in this case, is their general education classroom. Additionally, in-depth

research studies such as that completed by Mills et al., have concluded that there is a relationship

between disruptive behaviors and unmet sensory needs (Mills et al., 2016). Mills et al., (2016)

found that when sensory modifications are allowed in the classroom as well as incorporation of

sensory diet type activities, sensory seeking behaviors, which are often disruptive to the

classroom environment, were decreased. In addition, the child’s ability to sustain attention to

adult directed learning increased (Mills et al., 2016). This information supports the concept that

with increased sensory engagement opportunities as well as sensory modifications made to the

general education classroom, students will better be able to participate in their learning and

overall increase their engagement in their education.

The following chapters will assist the reader in developing a greater understanding of the

purpose behind creating a Sensory Friendly Classroom and present the product itself. Chapter II

provides a comprehensive literature review that was used to create the product itself. The literature

review covers topics relating to, elementary aged children as learners, legislation that is in place

to support this product, the role of occupational therapy in the school setting and the necessity of

interprofessional collaboration, overall sensory experiences, and each context (physical, social,

cultural, and temporal) as it relates to the school environment. The methodology behind creating

the Sensory Friendly Classroom is outlined in Chapter III. Chapter IV describes the product itself

giving an in-depth description of each component within the booklet as well as how it can be used

by educators to enhance the student’s performance range in the classroom. Chapter V provides a

summary including implications for occupational therapy practice, strengths and limitations of the

project, and recommendations for further study. The product itself, Creating a Sensory Friendly

Classroom, can be found in Appendix A.

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 CHAPTER II

REVIEW OF LITERATURE

Elementary Aged Children as Learners

All humans engage in a variety of occupations every day that are necessary to bring

meaning and value to their lives. Children’s primary occupations center around their

development into unique, independent, and successful individuals. These occupations fall into

categories such as education, playing, social interaction, and self-care skills (AOTA, 2014). In

the school season months, children in Minnesota spend roughly 935 hours at school annually

where a majority of their time is spent engaging in the occupation of education (MARSS, 2020).

Based on different states, children are required to meet different benchmarks and follow certain

curriculum sequences. A majority of their day is spent learning different subjects including math,

social studies, language arts, writing, science, and specialist activities including arts and physical

education (Scherr & Morin, 2021).

Supportive Legislation

In order to ensure the success and engagement of all learners, there are numerous pieces

of legislation in place. The Individuals with Disabilities Education Act (IDEA) was enacted in

1975 and sought to ensure that all students, regardless of ability, had access to free and

appropriate public education, special education, and related services (Lipkin & Okamota, 2015).

IDEA is broken down into four distinct portions that outline the specific guidelines found within

this act. Part A outlines the general guidelines of IDEA as well as an extensive purpose and list

of definitions found within the act (US Department of Education, 2020). Part B describes the

portion of this act that pertains to providing children with disabilities access to “free and

appropriate education in the least restrictive environment for all students aged 3 through 21

4
years” (US Department of Education, 2020). The third part of IDEA, or Part C, outlines the

provisions for allowing infants and toddlers with disabilities to receive early intervention

services for the child and their family from birth through age 2 (US Department of Education,

2020). The final component of IDEA is set in place to ensure that there is a constant means to

improve education and training related to providing necessary services to both the children and

their families in support of their academic pursuits (Lipkin & Okamota, 2015).

Within the guidelines of IDEA, schools are required to identify, locate, and evaluate

children’s potential need for services provided under IDEA guidelines (Lipkin & Okamota,

2015). If a child is evaluated and meets the requirements to qualify for special education

services, an individualized education plan (IEP) is developed to ensure that all needs of the child

are described in depth to ensure that they are met in their education and support services. The

IEP is evaluated frequently by an interprofessional team composed of all staff members at the

school who support the student as well as the student and their family to ensure that there is

collaboration between all parties to support the student in the most extensive and helpful manner

(Lipkin & Okamota, 2015). In 2004, IDEA was improved and reauthorized as the “Individuals

with Disabilities Education Improvement Act” and reasserted the portion of IDEA that outlined

the “least restrictive environment” (Kinnealey et al., 2012). Specifically, it defined the

importance of “main-streaming” student learning experiences so that they are able to spend more

time in the general education classroom with their peers (Smith, 2005).

A more broad act called Section 504 of the Rehabilitation Act was enacted prior to IDEA

that sought to protect rights of those individuals who are disabled; specifically this act outlines

that a student is considered disabled if they fall under any of the following criteria: "any

individual who (i) has a physical or mental impairment which substantially limits one or more of

5
such person's major life activities, (ii) has a record of such impairment, or (iii) is regarded as

having such an impairment” (Moses et al., 2005). Overall, this act provides assistance and

reasonable accommodations to the classroom setting to any students meeting the aforementioned

criteria to ensure that the student can participate in all learning and school-based functions

(Moses et al., 2005).

Interprofessional Collaboration and OT’s Role in Education

The role of occupational therapy in the school setting is to provide interventions that

support engagement in occupations that are essential to the learning experience and promote

engagement in education (AOTA, 2014). Under IDEA Part B, occupational therapy is considered

a related service and therefore services are guaranteed to all children who qualify (Lipkin &

Okamota, 2015). However, because the main role of occupational therapy in the school setting is

promoting participation and engagement in education, this service cannot stand alone. There is a

clear need for collaboration between occupational therapists and all other staff in the educational

setting to best support student success. Information gathered in a systematic review addressing

current best practice for collaboration between health professionals and education professionals

in the school setting suggests that it is essential that the two areas of expertise work in

conjunction with one another (Hillier et al., 2010). Due to the distinct difference between the two

areas, it is essential to approach collaboration interactions as opportunities to provide perspective

from each area of expertise rather than instruction. This method allows all professions to gain a

more in depth understanding of a student from more than one professional background which

ultimately leads to more comprehensive support available to the student to promote success

(Hillier et al., 2010). Not only is it essential for all professionals to collaborate and keep open

lines of communication regarding students, but it is also important to provide collaboration with,

6
and coaching to, parents/caregivers as well (Miller-Kuhaneck & Watling, 2018). Inclusion of the

parents into the care plan not only provides students with comprehensive and relevant care, but

also promotes carry over of skills and interventions used in school to the home setting (Miller-

Kuhaneck & Watling., 2018). Ensuring communication and collaboration between all parties

involved in a child/student’s life allows the child to receive the most accurate and in-depth care

possible.

Based on a survey of current school-based occupational therapy practitioners, 63.53% of

practitioners continue to widely use nonintegrated, pull-out models of service delivery (Seruya &

Garfinkel, 2020). This differs from the definition found within the American Occupational

Therapy Association regarding the role of OT’s in education in the sense that there is a

collaborative component regarding general education classrooms that is often overlooked. The

definition from AOTA is as follows “Conducting activity and environmental analysis and

making recommendations to improve the fit for greater access, progress, and participation”

(AOTA, 2014). This ensures that the elements within this product, though designed more directly

toward teachers, falls under the scope of practice for OTs in the collaborative component

including recommendations for educators to improve student success.

The Sensory Experience

Regardless of ability, all individuals have unique sensory processing patterns;

understanding these unique patterns provides insight as to how sensory input impacts their daily

functioning and engagement in occupations, what their needs are, and how to best meet their

sensory needs to allow full engagement in both meaningful and preferred occupations (Dunn,

2001). The sensory experience includes input collected by the following systems: tactile (touch),

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olfactory (smell), gustatory (taste), auditory (hearing), visual, proprioception (body awareness)

and vestibular (balance and body orientation) (Chia-Ting & Parham, 2014).

As outlined by Dunn’s model of sensory processing, various external stimuli provide each person

with internal information as the stimuli interacts with their sensory system. Additionally, based

on Dunn’s model, there are four major processing patterns for external sensory input; 1) low

registration; 2) sensory avoiding; 3) sensory seeking; and 4) sensory sensitivity (Dunn, 2001).

Low registration describes the experience of individuals who have a high threshold for sensory

stimuli combined with passive self-regulation which ultimately means that these individuals

require more input to elicit a response to sensory stimuli though their nature is to respond

passively if at all (Dunn, 2001). Sensory avoiding refers to the experience of individuals who

have a low threshold for sensory input and actively self-regulate by avoiding sensory input all

together (Dunn, 2001). Sensory seeking occurs when individuals have a high threshold for

sensory input and actively self-regulate through seeking out sensory input (Dunn, 2001). Finally,

sensory sensitivity refers to the experience of individuals who have a low threshold for sensory

input though do not actively seek out self-regulation strategies to avoid sensory stimuli (Dunn,

2001). Any of these patterns may be prevalent in any child regardless of whether or not they

have a diagnosed disability, and these patterns can present themselves in any number of

disruptive behaviors or attitudes by an individual with different sensory processing patterns

(Kinnealy et al., 2012). Therefore, a student who has difficulty navigating their sensory

experience based on external stimuli within the classroom setting, may demonstrate disruptive or

negative behaviors that inhibit their ability to engage in necessary tasks for learning (Kinnealy et

al., 2012).

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 Arky (2018) stated that children who are experiencing sensory overload as a result of

different sensory processing patterns, are having a neurological panic response to sensations that

are perceived as normal by other individuals. This concept is essential to understanding that

behaviors resulting from sensory overload elicit a panic response and therefore the behavior is

not voluntarily disruptive when it is exhibited as a result of sensory overload (Arky, 2018).

Furthermore, a study by Chia-Ting and Parham explains that difficulties with sensory processing

patterns, and subsequently, regulation techniques, may affect social participation in classroom

tasks in addition to engagement in academic tasks (Chia-Ting & Parham, 2014).

Dean, Little, Tomchek, and Dunn (2017) outlined evidence supporting the concept that

sensory processing difficulties produce challenging behaviors and thus, reducing external stimuli

that negatively impacts sensory processing in children, challenging behaviors can be diminished.

More specifically, the study outlines the concept that sensory avoiding tendencies predict

externalizing behaviors, depression, resiliency, and adaptability, while sensory seeking is related

to depression and resiliency, and sensory sensitivity is related to externalizing behaviors (Dean et

al., 2017). Overall, this study supports the concept that environmental modifications to support

children’s sensory needs can decrease disruptive and challenging behaviors in the classroom

(Dean et al., 2017).

Sensory Processing Impact on Learning

Sensory modulation is a term often used when understanding patterns of individuals with

sensory processing differences. As defined by Bar-Shalita, Vatine, and Parush (2008), this term

refers to the intricate process of receiving sensory input, comprehending the sensory input in a

neurological sense, and developing a response based on the input. Individuals who are able to

successful in sensory modulation are able to organize and attend to relevant sensory input, filter

9
out unnecessary stimuli, and develop appropriate responses to stimuli while simultaneously

maintaining an optimal level of arousal (Bar-Shalita et al., 2008). Those who are unable to

successfully engage in sensory modulation have atypical reactions to sensory stimuli and are

unable to filter out unwanted stimuli to maintain optimal arousal are referred to as having

sensory modulation disorder (SMD) (Bar-Shalita et al., 2008). A study that examined the

correlation between behavior and sensory processing found that individuals may demonstrate

challenging or defensive behaviors as a result of typical sensory stimuli being perceived as

unpleasant or painful (Gourley et al., 2014). Overall, this impacts individual’s level of

participation, enjoyment, and frequency of participation in their daily occupations meaning that

their overall health/well-being is impacted by their sensory processing (Gourley et al., 2014).

The Physical Context of Classrooms

More specifically, the physical environment within a classroom can impact a child’s

ability to engage in their education. Classrooms can contain sensory stimuli that is distracting for

children who have sensory processing differences. Fisher, Godwin, and Seltman (2014) ), found

that there was a relationship between visual displays within the classroom and a child’s ability

to sustain instruction and retain curricular content. Based on the results of the study, when

children were in a visual stimulating environment, they were more likely to be distracted by their

visual environment while when they were in the less stimulating environment, they were more

distracted by themselves and others. However, the learning scores were higher in the sparse

classroom than in the visually stimulating classroom (Fisher et al., 2014). This supports the idea

that while it is true that children are easily distractable by anything, the students who were less

overstimulated with visual input demonstrated higher retention of information taught in class

(Fisher et al., 2014).

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 Barrett, Zhang, Moffat, and Kobbacy (2013) aimed to explore environmental impacts on

learning beyond solely visual stimuli; this study considered variables in the categories of

naturalness (light, sound, temperature, air quality, and links to nature), individualization

(ownership, flexibility, and connection), and stimulation (complexity and color of visual

stimulation). The observed results of the study demonstrated negative impacts of electrical

lighting, while cooler temperatures improve performance on learning assessments, allowing

students to easily adapt to temperature improved performance, an appealing visual environment

decreases behavior outbursts, and student artwork on display improved the student’s sense of

ownership over the learning process. Barrett et al., (2013) found that window size does not

impact overall participation though increase of natural light in the environment does and

allowing students to use furniture that was ergonomic and comfortable significantly increased the

student’s ability to learn and focus on tasks in the classroom.

The Social Context of Classrooms

There are numerous components of the classroom that involve social interaction. These

components come together to create the social context found within classrooms. Children are

expected to interact with their peers, their teachers, and other professionals in the building in an

appropriate and positive manner (Obaki, 2017). In the earlier years of elementary school,

children are developing their social skills through social interaction with their peers and

classmates through classroom tasks and through play (Cosbey et al., 2010). Coseby, Johnston,

and Dunn studied the correlation between sensory processing difficulties and social participation.

Cosbey et al., (2010) found that when a child has sensory needs that are not addressed, they may

withdraw from their social environment due to the sensory processing difficulties making

engaging in play and other tasks too challenging Therefore, a child who is experiencing sensory

11
processing differences that are unaddressed may not be able to accurately and fully engage in

their social environment within the school setting.

The Cultural Context of Classrooms

The culture of classrooms varies depending on the teacher within the classroom, the

culture of the entire elementary school, and a variety of other factors. Factors that influence the

culture of a classroom include the expectations of the students regarding their behaviors, what

they are supposed to complete, and how they are supposed to learn, act, and communicate with

one and other as well as with their teacher (Kane, 2016). Additionally, the classroom culture is

shaped by the norms found within the classroom regarding what items and behaviors are

considered safe and appropriate to enhance learning (Kane, 2016). Because the community of

any given elementary school classroom is heavily dependent upon the teacher setting

expectations and establishing boundaries, sensory modifications can easily be introduced and

implemented as an essential part of the overall classroom cultural context.

The Temporal Context of Classrooms

Information from the Early Childhood Learning and Knowledge Center states that children

feel most confident and secure when they are able to engage in a consistent and predictable daily

schedule (Responsive Classroom, 2010). Having a consistent schedule allows children to feel in

control of their environment and therefore prevent challenging behaviors by fostering stability in

the child’s life (Responsive Classroom, 2010). This information can be translated into the

classroom setting through the idea that through keeping a consistent schedule of daily classroom

tasks/activities, students can feel more in control of their learning and therefore, their overall

engagement in their academic pursuits is increased. In elementary settings especially, students

typically engage in the following tasks throughout the day: large group learning activities,

12
specialist classes including music, art, physical education, and computer classes, small group or

individual learning pursuits, and free choice time (Responsive Classroom, 2010). Watson et al.,

(2017) explored the relationship between physical activity and learning outcomes. The authors

found that combining physical activity breaks with structured learning tasks can enhance student

attention to instruction and improve retention of information (Watson et al., 2017).

Strategies to Support Sensory Processing Needs in the Classroom

In order to support students with sensory processing difficulties, there are a number of

modifications to the environment as well as instruction strategies that have been researched.

Currently, research supports that idea that rather than using specific sensory integration

interventions, especially in general education settings, it is more beneficial to use multisensory

integration through offering a variety of sensory regulation strategies (Camarata et al., 2020).

There are numerous physical modifications that have proven to be effective in supporting

students with sensory processing differences in their academic pursuits. One tool that has

recently been developed specifically for occupational therapists to use in a consultative manner

as a method of evaluating the current environment of classrooms is the Classroom Sensory

Environment Assessment (Miller-Kuhaneck & Kelleher, 2015). While this assessment is newer

and not yet meant to be used as a stand-alone assessment, it has been studied as an effective tool

to use in conjunction with other occupational therapy based assessments such as the Sensory

Processing Measure (SPM), Sensory Profile-2 (SP-2), or the Sensory Integration and Praxis Test

(SIPT) in order to identify areas of crossover between the stimuli in the environment and the

child’s sensory processing patterns to help better suit that child for the classroom (Miller-

Kuhaneck & Kelleher, 2015). The CSEA is a tool that measures the five primary sensory

experiences in most classrooms including fluorescent lights, use of primary colors, use of

13
patterns, use of multiple storage bins, and seating in close proximity to other children. High

levels of noise and visual stimulation were also noted (Miller-Kuhaneck & Kelleher, 2015).

Knowledge of these items as determined through the CSEA can be helpful in determining how

the environment is interacting with any given student’s needs. Kinnealy et al., (2012) studied

whether or not classroom modifications were in fact effective in improving engagement. The

results demonstrated that the lighting and sound modifications increased the frequency and

stability of attention/engagement and improved overall classroom performance, comfort, and

moodIn regard to a more generalized checklist that can be used by both teachers and therapists

alike, an occupational therapist from the Neurological and Physical Abilitation (NAPA)

organization, developed a basic checklist than can be used to determine sensory processing

patterns based on what physical behaviors a child is displaying (Rodil, 2020). This checklist

provides more specific behaviors that are associated with each sense and the various patterns of

processing. This tool helps to more directly address what sensory needs may be unmet in a child

and can provide better insight as to how to help that child use modifications to learn best.

Physical Context Modifications. There are specific modifications that can be made to the visual

component of the classroom environment. Most classrooms use fluorescent lighting due to the

ease of installation and cost effectiveness that they provide. However, this type of lighting has

been proven to be detrimental to student’s ability to maintain focus on classroom tasks as well as

decreasing student comfort (Kinnealey et al., 2012). Using alternative lighting options such as

lamps, open windows, or light covers help to improve the quality of the light which directly

correlates to decreased stress of students and increase in ability to retain information presented

by teachers (Kinnealey et al., 2012). Another visual modification that can be implemented in the

classroom environment is using student artwork or student pictures as room décor. Barrett et al.,

14
(2013) found that there was an impact of classroom design on learning. This demonstrated the

correlation between display of student artwork/pictures and student’s overall sense of autonomy

and importance in their learning pursuits (Barrett et al., 2013). These feelings allow students to

be more engaged in their learning and all other education related tasks (Barrett et al., 2013).

Social and Cultural Context Modifications. An increasingly popular tool for addressing sensory

needs in children is the use of fidget toys. There are a variety of tactile and visual fidgets that can

be used to help children self-regulate and therefore increase their ability to maintain focus on

education related tasks. This regulatory ability of fidgets is a result of stimulation to the primary

motor cortex and somatosensory cortex of the brain which integrate tactile information from the

hands and regulate arousal which subsequently improves attention and focus (Schecter et al.,

2017). However, because of the distracting nature of fidget toys in general, it is essential to

establish clear expectations for appropriate use in the classroom setting and use such tools only

for regulatory purposes (Schecter et al., 2017). An accommodation that can be useful in the same

manner through addressing proprioceptive and vestibular input to regulate arousal is alternative

seating options. Because of some children’s sensory seeking tendencies, they may seek out

proprioceptive or vestibular input through means of running around the classroom, laying their

heads on their desk, or appearing to need physical activity (Child Mind Institute, 2022). Current

evidence suggests that one of the most effective alternative seating strategies is use of a therapy

ball (Bagatell et al., 2010). Sitting on a therapy ball can provide consistent sensory input that

allows children to maintain regulated and increases their ability to stay seated for longer

durations of time without displaying disruptive sensory seeking behaviors (Sadr et al., 2017). An

additional alternative seating option that has been studied is allowing children to use standing

desk/tabletop options for completing classwork. Information from the Mayo Clinic states that too

15
many episodes of prolonged seated tasks can have adverse health effects on people (Laskowski,

2020). Because of this information, many teachers have begun to implement stretch breaks

throughout their day to ensure that kids are not sitting for extensive periods of time per

recommendations from the Mayo Clinic (Laskowski, 2020). This means that because children

spend so much of their day completing coursework, it can be helpful to offer standing options for

children who need additional physical activity in addition to the provided rest breaks. Allowing

children to have the option to stand allows them to receive additional sensory input and muscle

activation to help regulate arousal in preparation for attending to learning tasks (Hinckson et al.,

2016). One way to enhance the culture of classrooms specifically to ensure that students who are

identified as needing more sensory input throughout their day is to incorporate a “sensory diet”

or, specific sensory activities to meet their individual needs(Kumari-Sahoo & Senapeti, 2014).

Development of and engagement with a sensory diet in the classroom can help students to

maintain an optimal level of arousal and calm which leads to a decrease in distracting behaviors

and outbursts. Implementation of sensory diets can be an easy tool for occupational therapists to

develop based on any given child’s individual needs and educate teachers on how to use these

strategies in conjunction with instruction in the classroom (Kumari-Sahoo & Senapeti, 2014).

Temporal Context Modifications. Another set of strategies to implement into the classroom

other than solely using objects or physical modifications is to implement scheduled engagement

in sensory tasks or techniques. Some types of sensory stimuli can have a calm and regulating

effect on students (Kumari-Sahoo & Senapeti, 2014). A specific program titled “BrainWorks”

was studied to determine the impact it had on overall classroom engagement and attention (Wild,

2018). The BrainWorks program requires educator training and includes Brain breaks taken

periodically throughout the day to move the whole body, sensory breaks twice per day for

16
sensory input and movement, use of sensory equipment brought by the OT researcher to be used

as needed, and modifications/adaptations as recommended by the OT researcher such as dim

lights, playing modulating music, and preferential seating (Wild, 2018). This program was

proven to be effective in increasing attention and engagement in the classroom as measured by

pre-/post-test scores on two standardized assessments as well as being effective in helping

students develop self-regulation strategies to use independently (Wild, 2018). An option for

incorporating similar strategies for the entire class comes from a study that was completed by

Mills, Chapparo, and Hinitt (2016) which addressed implementation of a sensory schedule

concept. The results demonstrated that per teacher’s perception, having a consistent and

predictable schedule with expected physical activity breaks increased attention and decreased

disruptive behaviors (Mills et al., 2016). Paired with the overall concept of sensory breaks is the

idea of the regulating effects of physical activity (Harris et al., 2018). Pingale, Fletcher, and

Candler, looked specifically at the impact of sensory diets on children’s sensory processing,

psychosocial skills, and classroom engagement behaviors within the classroom/school

environment (Pingale et al., 2019). The authors of this study implemented controlled sensory

input in the context of daily routine activities that have sensory input components embedded

within. Each intervention lasted 5-7 minutes and provided 3 multisensory activities relating to

vestibular, proprioceptive, or tactile stimuli (Pingale et al., 2019). Results demonstrated that

sensory diets that are included in brief sessions throughout the child’s day in the classroom

appear to demonstrate effectiveness in improving children’s sensory processing, psychosocial,

and classroom engagement behaviors and diminish problematic behavior outbursts within the

classroom (Pingale et al., 2019).

17
 Another strategy to support more independence in self-regulation regarding sensory

needs is through providing students with education on the Zones of Regulation Program

(Kuypers, 2011). The Zones of Regulation is a tool that helps teach self-regulation skills through

using cognitive behavioral therapy techniques to categorize different feelings and states of

arousal into four different colored zones (Kuypers, 2011). The Zones of Regulation in order from

highest level of arousal to lowest are as follows: Red, Yellow, Green, and Blue, with Green

being the optimal level of arousal. This tool can be useful to be used in conjunction with other

sensory regulation techniques to help students identify their own states of arousal and develop

independence in self-regulation through using sensory tools to get back to the “green zone”

(Kuypers, 2011).

One testimony that accurately describes the importance that providing opportunities for

individuals with different sensory processing needs comes from an article in the Occupational

Therapy Practice Journal (Sood et al., 2018). This article followed the qualitative experience of

families who were invited to attend a museum on a day where a variety of sensory modifications

were implemented. Some of the strategies used included: loud noises and bright lights were

temporarily turned off, sensory accessibility maps were used, museum social stories were

available, sunglasses/headphones/theraputty were available for all available. Additionally, there

was a cool-down space as an option for all overstimulated children to have access to. Trained

OTs were on site to facilitate all interactions with sensory friendly spaces and equipment. The

themes that emerged from this article highlight the importance and vast impact that making

modifications to ensure accessibility to typical settings for those who have different sensory

needs (Sood et al., 2018).

18
Conclusion

Overall, based on the combination of children’s sensory experiences, the contexts that

they engage in on a daily basis, and their need to engage in their education provides a clear

rationale for the need of implementing sensory friendly experiences in the classroom setting in

order to ensure that children reach their full academic potential. Current legislation supports the

need for appropriate modifications to assist children in their learning in the least restrictive

environment. Keeping children in the least restrictive environments, combined with the

supportive and collaborative role of occupational therapists with teachers in the school setting,

presents a prime opportunity to address sensory needs that may potentially be going unmet in the

school setting and therefore, impeding children’s ability to reach their full potential. The variety

of sensory experiences that children engage with in their classroom context in social, physical,

cultural, and temporal manners presents an opportunity for modifications to be made to each

context to further enhance student’s abilities to succeed. Through understanding each context

that a child interacts with during the day, combined with knowledge of how sensory processing

can affect learning, modifications that can easily be implemented by teachers will enhance

student success in the classroom.

19
 CHAPTER III

METHODOLOGY

The Sensory Friendly Classroom was created in collaboration with an elementary school

in a suburban setting in the Midwest. An in-depth literature review was completed with the

purpose of understanding what the expectations are for elementary aged students, how the

student’s environment impacts their learning, and how personal sensory processing differences

may impact a student’s ability to learn. In addition, the overall role of occupational therapy in the

school-based setting was analyzed to understand how to ensure that this product was able to be

successful.

The literature review was completed using a variety of databases from the University of

North Dakota School of Medicine and Health Sciences Library including CINAHL, PubMed,

AJOT, ERIC, NCES, and AOTA. Search terms within each of the aforementioned resources

included phrases such as, ““occupational therapy” AND “school-based,” “best practices” AND

“school OT,” “sensory environments” AND “elementary school”, “sensory needs” AND

“elementary school,” “occupational therapy” AND “sensory integration,” “fostering sensory

needs,” “number of kids with sensory needs,” and “number of children in public schools with

504 plans or IEPs.” Inclusion criteria for the articles used to complete the literature review

required that the articles were from 2010 or more recent, that the information within the articles

related mainly to the general population rather than specific populations with disabilities, and

that the type of article used was a CAT, systematic review, scoping review, or research study.

The one exception to the inclusion criteria was the information regarding sensory processing that

came from Winnie Dunn in 2001 as this continues to be the most current research on the topic

and therefore is relevant to the development of the product. The articles that were within the

20
parameters of the search terms were used in conjunction with information from textbooks to

organize the findings into the three categories of person, context, and task from the EHP theory

that was used to guide the product.

In addition to an in-depth literature review, a continued needs assessment of a

kindergarten classroom within a midwestern elementary school in a suburban setting was

completed through interaction with students, teachers, administrators, and general classroom

observation to gain a holistic and deep understanding of the community within the classroom.

The behaviors of students, responses of teachers, daily expectations for students, and the physical

environments were all observed to understand what the culture of the classroom currently looks

like. In addition to these observations, the teachers also engaged in an informal interview to

better understand the needs of the classroom from the teacher’s perspective. This information

was combined with the information gleaned from the literature review to determine the needs of

the site based on the gap between what is considered “best practice” and what is actually being

needed and implemented in the classroom settings.

The theory used to guide this project is the Ecology of Human Performance (EHP) (Dunn

2017). This theory will be used to better describe the connection between the child (person), the

different contexts that the child is in, and the tasks that children need to complete on a daily

basis. This theory describes occupational engagement based on three components including the

person, the context, and the task. The person is composed of their past experiences, personal

values/interests, sensorimotor abilities, cognitive abilities, and psychosocial skills (Dunn 2017).

The person interacts and is embedded with their context which consists of components such as

temporal context, chronological age, physical environment, social environment, and cultural

environment (Dunn 2017). As described by EHP, both of these constructs are impacted by the

21
tasks that any individual needs and/or wants to perform. Their ability to engage in preferred or

necessary tasks is determined by the interaction between the person and their context which

determines their performance range, or, the scope of available engagement for any person within

their context. Additionally, within this theory, there are a set of therapeutic strategies that can be

used to enhance or improve performance range. These strategies include, establish/restore, alter,

adapt, prevent, or create which all interact with the person and/or the context to enhance

performance range for the individual based on their unique needs, abilities, and contexts.

This product was created using the sensory processing frame of reference by Winnie

Dunn (2001). The sensory processing frame of reference provides an explanation of each kind of

sensory processing behavior: sensory-seeking, sensory-avoiding, sensory-sensitive, and low

registration. The processing patterns can vary based on each individual person’s sensory system

and can also vary between senses. For example, a person may be sensory-seeking in the

proprioceptive sense, but may demonstrate sensory-avoiding in the auditory sense, Through

gaining a more in depth understanding of each type of processing as defined by this frame of

reference, the teacher can gain a more comprehensive image of what the needs of their students

may be and therefore can provide more accurate and useful accommodations.

22
 CHAPTER IV

PRODUCT DESCRIPTION

The role of occupational therapy in school is to ensure that all students are able to engage

in their education and be successful in their academic pursuits (AOTA, 2014). Based on the

language within IDEA, this means that all students should be given the opportunity to reasonable

accommodations and support services in the least restrictive environment (Kinnealey et al.,

2012). Evidence from recent research studies supports the idea that sensory dysregulation can

present itself in students through a variety of disruptive behaviors (Sadr et al., 2017). However,

evidence shows that not only do sensory modifications remediate disruptive behaviors, but they

also enhance overall student achievement and engagement (Mills et al., 2016). The purpose of

The Sensory Friendly classroom was to increase occupational performance in educational tasks

across contexts within the school setting. This in turn will result in students maintaining an

optimal level of arousal to reach their highest potential in all contexts of their educational

pursuits

The design of the Sensory Friendly Classroom was completed using the Ecology of

Human Performance (EHP) model. EHP was selected due to the emphasis of the interaction

between the context, person, and task, and how that determines any individual person’s

performance range. Regarding the school setting, the person, including cognitive, sensory, and

affective variables, interact with the variety of contexts (physical, social, cultural and temporal)

to determine the student’s performance range based on the tasks that are expected of them in the

school setting. This concept is further explained in the chart below:

23
 Context & school related sensory Strategies to enhance performance range in
experiences within the context each context
Physical o Use lamps or natural light, when
o Classroom wall décor possible, to avoid fluorescent lighting
o Orientation of the room
o Lighting
o Temperature of the room
o Desks and chairs
o All items within the classroom that
children engage with on a regular
basis (school supplies, calm down
spaces/tools, books, toys, etc.)
Social & Cultural o Allow alternative seating options
Social o Allow use of fidget tools with clear
o Any interaction with another expectations of use
individual or group o Incorporate individual sensory diets
o Groupwork completed in classes for specific students
where interaction is required
o Communicating with the teacher and
other staff/school professionals
Cultural
o Daily classroom operations
o Academic expectations
o Problem solving expectations
o Overall classroom norms
Temporal o Stretch breaks prior to being seated for
o Time spent listening to instruction long periods of time
o Individual versus group learning o Scheduled movement breaks prior to
o Transitions between tasks/specialists more formal learning periods of time
o Length of the school day
o Length of lessons
o Breaks for movement
o Play versus learning balance

Initially, each component of EHP, the students as the person, the contexts within the classroom

setting, and the task of education was analyzed to determine current performance range relating

to how well students are able to engage with their variety of contexts to engage in their

education. Each context of physical, social, cultural, and temporal plays a role in the relationship

between the student and their engagement in their education. The focus of this product was on

24
developing potential options to modify or enhance each context in order to increase the

performance range of students.

The product that was created for the Sensory Friendly Classroom is meant to be used as a

guide for educators to enhance the student experience through sensory based modifications and

accommodations. This product is organized first with an education component regarding the 7

senses; auditory, visual, olfactory, gustatory, tactile, proprioceptive, and vestibular, followed by

a description of typical sensory processing patterns as defined by Winnie Dunn. Additionally,

there is a short section describing how dysregulation in each sensory area can impact learning is

included for each sense.

Following the introduction of senses, the concept of Sensory Processing as defined by

Winnie Dunn is explained. A diagram depicting the four processing patterns of sensory seeking,

sensory avoiding, sensory sensitive, and low registration is shown followed by a more in-depth

description of each of the patterns and how each one may present itself in student’s behavior in

the classroom. In order to ensure that the teachers understand the concept of regulation versus

dysregulation, there is a definition of each included along with examples of behaviors associated

with each state.

After the section outlining sensory processing, a checklist regarding typical Sensory

Processing Disorder behaviors, obtained from the Neurological and Physical Abilitation center,

is included and was modified to describe behaviors that are more relevant to what would

typically be displayed in the classroom. The behaviors are organized by each sense and then

further broken down to include hyper-/hyposensitivity inclinations.

Because this product was created using the EHP model, the context that students engage

with on a daily basis as a heavily influential factor on their ability to engage in their occupation

25
of education. In conjunction with the EHP model, the performance range, or the ability for

students to successfully engage in their occupation of education, of students is meant to be

determined by their contexts in school, their personal qualities and abilities regarding sensory

processing. Therefore, the checklist is followed by a description of each context that each student

engages with in a typical school day through the lens of EHP. The contexts described include

physical, temporal, social, and cultural contexts. For purposes of how classrooms operate, the

cultural and social contexts are explained together as they are closely intertwined in this setting.

Following each context description, potential tools and strategies are suggested for options to

enhance each context form a sensory processing standpoint.

This product was meant to be created as a guide for teachers to use to enhance their

classroom atmosphere through addressing the sensory needs of their students. Through

implementation of the sensory based strategies that are suggested in the Sensory Friendly

Classroom booklet, educators have the opportunity to not only educate themselves on sensory

processing and how it impacts learning, but also to have a set of sensory based tools to use to

help students succeed.

26
 CHAPTER V

CONCLUSION

Implications for practice of occupational therapy This project was created to address the unmet

sensory needs of students in the school setting. Sensory needs that are not addressed can have a

negative impact on student success through challenging behavior and a lack of engagement in

their education (Mills et al., 2016). Through remediation of the behaviors that are associated with

a state of dysregulation due to sensory needs, the student is better prepared to engage in their

education and the overall culture of the classroom is enhance (Dean et al., 2017 The Ecology of

Human Performance model was used to guide this project. Through the lens of EHP, this product

aims to increase performance range through modifications and enhancements to the context in

order for the sensory needs of the student to be met which in turn impacts their ability to meet

the task demands that are associated with being a student. Additionally, the current role of

occupational therapists in the school setting focuses more on individualized intervention with

students that have Individualized Education Plans (IEP) or Section 504 plan modifications.

Therefore, the needs of students who do not technically qualify for individualized services are

often overlooked solely because the therapists cannot meet the needs of all of those students.

This guide is meant to work as a Tier I intervention to ensure that the teachers are more educated

on sensory processing needs and how they may present themselves through student’s disruptive

behaviors as well as providing some options for teachers to implement interventions to assist

students in better engagement in their educational pursuits. The Sensory Friendly Classroom is

meant to enhance student success through sensory-based strategies. Additionally, because it is

only a guide, it can be used in collaboration with both educators and occupational therapy

practitioners to enhance the overall engagement of a classroom while keeping in mind the needs

27
of the students, the feasibility of implementing strategies for teachers, and the expertise of the

onsite occupational therapist.

Future recommendations for project sustainability. Because of the components related to

educating the teachers themselves on sensory needs and sensory processing, it can be used for

many years to come as a guide to enhance the student experience in a variety of ways such as:

o To be used exactly in the manner in which it was created-by an educator in their

own classroom. The educator that consulted with the student in the creation of the

product expressed interest due to the atypical behaviors of several students within the

class. Through the implementation of the sensory based strategies outlined in the product,

the disruptive behaviors of the students decreased while the overall engagement and

success of students increased.

o To be used as a tool to be recommended for use by the Social Emotional Learning

Committee. In order for this product to continue being used, it is likely that a

presentation to the school’s Social Emotional Learning Committee will take place and

therefore can be used as a tool by those professionals to be recommended to teachers in

the future when concerns regarding behaviors arise.

o To enhance early recognition and understanding of sensory needs and sensory-

based strategies. Additionally, because of the educational component regarding sensory

processing in general, once each teacher is educated on the concept in general, it is likely

that sensory processing needs will be recognized quicker rather than assuming students

simply are disruptive and problematic. This guide may be used as a reference that is

readily available to use to meet the student’s sensory needs and therefore enhance overall

student success.

28
Strengths and limitations of project. One of the main limitations of this project is that it was

created solely in collaboration with one kindergarten classroom. This means that the theoretical

sample size of this project is quite small. This may cause a necessity for alterations and

modifications if used for a larger population. However, because this product is meant to be used

as a guiding tool rather than a set of specific requirements, it can be used such that only select

portions that are relevant and helpful are actually implemented. A key strength of this project is

that it was designed in collaboration with an actual educator and therefore, certain parts of the

product were able to be implemented in a real setting. This means that instead of the concepts

solely being theoretical, the strategies have truly been tested and per the report of the

collaborating educator, have provided a beneficial impact on student’s success. Additionally,

because an educator helped to develop the product, it is relevant to what would actually be

helpful in the classroom setting from an educator’s perspective rather than from the outside

standpoint of only a student or any other supportive staff member in the school setting. Because

of the collaborative nature, it is meant to be used as a guide and preferably in collaboration with

the practicing occupational therapist in the school rather than a stand-alone reference. However,

it can be used to educate the educators as to why a certain student may be acting in a certain

manner, and to take small portions of the product to implement to assist the student in

succeeding in the classroom. In order to enhance continued use and development of the Sensory

Friendly Classroom it is recommended that the product continue to be implemented and tested in

a variety of classrooms at a variety of age levels. Because this product was developed in

conjunction with only one classroom, the specific needs of kindergarten age children are

addressed. In order to increase use and overall success of this product, it should continue to be

implemented and modified to fit the sensory needs of a broader range of students.

29
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33
APPENDIX

34
 Creating a
Sensory Friendly
Classroom
table of contents

introduction 1

reminders 2

overview of sensory systems

sensory processing 3

Classroom behavior & sensory

dysregulation checklist 12

impact on learning
strategies 23

appendix a 49

appendix b 51
 Welcome to creating a
sensory friendly classroom

What is a sensory friendly classroom?

A sensory friendly classroom is a space that
allows children with various sensory needs
to have access to sensory based
modifications, strategies, and tools to
ensure that they are achieving their full
potential as students.
Why do sensory needs matter?
Research studies have shown that
students who have sensory needs that are
currently going unmet are more likely to
exhibit disruptive behaviors and
withdraw from academic related tasks.
Through the implementation of
regulating strategies, students are better
prepared to learn, interact, and be the
best students possible.
1
things to keep in mind

Set clear expectations

In order for the implementation of tools to be
successful, it is essential that clear
expectations are set regarding appropriate use
of sensory tools/strategies.
Some things to consider include but are not
limited to:
Appropriate times to use fidgets.
Appropriate manners to use sensory
tools/strategies (keeping in mind "toy
versus tool" expectation).
What the consequences are if
tools/strategies are used inappropriately.
Remember each child is different
What works for one child will not always work
for another child!
This guide is meant to be used as such--trial
certain tools/strategies with children and
modify to both the teachers AND the student's
needs .
2
What are the sensory
systems?

Auditory

Vestibular
Proprioception

Tactile

Visual
Gustatory

Olfactory
3
 auditory
Auditory system description:
The auditory system is everything that people
hear. While hearing happens through the use of
ears, it is ultimately up to the brain to determine,
decipher, and interpret any sounds gathered by
the ear.

How does our auditory sense impact learning?

Classrooms by nature tend to be loud environments
with a variety of different sounds. There are
children talking, videos to listen to, teacher's verbal
instruction, and any number of unexpected sounds
such as fire alarms, loudspeaker announcements,
etc. Too much auditory input can inhibit some
student's ability to learn, while some students may
create loud, disruptive noises to meet their craving
for more auditory input. 4
 vestibular
Vestibular system description:
The vestibular system is the explanation of people's
bodies in relation to gravity, movement, and
balance. It allows people to determine their
acceleration, body movements, and head position. It
also allows people to use both sides of their body
together.

How does our vestibular sense impact learning?

The vestibular system gives individuals input as to
where their body is in relation to gravity meaning that
students who are lacking in vestibular input may
display behaviors that are distracting to others such
as spinning and preferring to be upside down. Those
who have difficulty with their vestibular sense may
also have difficulty copying information from the
board to their desk.
5
7 Senses Street Day [Fact Sheet]. 2013. 7senses.org. Retrieved from: http://www.7senses.org.au/wp-content/uploads/2013/09/7-Senses-Street-
Day-What-are-the-7-Senses_.pdf
 proprioception
Proprioceptive system description:
The proprioceptive system describes the position of
people's body in space and relation to other people
and/or other body parts. The proprioceptive system
is activated through push/pull type activities,
jumping and activities that involve weight and deep
pressure or firm touch.

How does our proprioceptive sense impact learning?

Those who are not getting enough proprioceptive
input may demonstrate disruptive behaviors in the
classroom such as running around the classroom,
standing up when they are not asked to, and other
movement seeking behaviors. Additionally,
students who are seeking proprioceptive input may
wrap their legs around the legs of their chairs
and/or lay their heads down on their desk when
completing fine motor tasks.
7 Senses Street Day [Fact Sheet]. 2013. 7senses.org. Retrieved from: http://www.7senses.org.au/wp- 6
content/uploads/2013/09/7-Senses-Street-Day-What-are-the-7-Senses_.pdf
 tactile
Tactile system description:
The tactile system describes any sensory
information or stimuli that is gathered through
touch. Touch can be experienced in a variety of ways
such as touching people and things, or any
sensations that happen to the skin.

How does our tactile sense impact learning?

While tactile sensation is not always considered a
large component in a student's school day, rooms
that have fluctuating temperatures and/or are too
hot/cold can inhibit a child's ability to learn.
Additionally, some students may seek out tactile
input through a variety of ways such as always
needing items in their hands or touching peers
constantly.
7
7 Senses Street Day [Fact Sheet]. 2013. 7senses.org. Retrieved from: http://www.7senses.org.au/wp-content/uploads/2013/09/7-Senses-Street-Day-What-are-the-
7-Senses_.pdf
 visual
Visual system description:
The visual system consists of all input that we gather
with our eyes. The brain then interprets this
information to determine our perception of our
environment.

How does our visual sense impact learning?

Each child is unique in their sensory needs. For
some children, too much visual input can be
distracting for students and can lead to sensory
overload; while other children can be stimulated
and prefer busy visual environments to reach an
optimal level of arousal to learn. Additionally, if
students have difficulty with vision, any tasks
involving reading/writing may be a challenge-
especially in the midst of a busy visual
environment. 8
 gustatory
Gustatory system description:
The gustatory system is everything that we taste
through putting things/food in our mouths. The
mouth provides one of the largest sensory
experiences of all the sensory systems and can be a
useful tool in regulation.

How does our gustatory sense impact learning?

Those who are seeking out gustatory experiences
outside of eating, may put non food items in their
mouths or demonstrate chewing on pencils,
clothes, erasers, etc. Allowing children to have
items that they are allowed to put in their mouths
can be useful in achieving regulation as well as
avoiding placing inappropriate and potentially
dangerous items in their mouth.
9
7 Senses Street Day [Fact Sheet]. 2013. 7senses.org. Retrieved from: http://www.7senses.org.au/wp-content/uploads/2013/09/7-Senses-Street-
Day-What-are-the-7-Senses_.pdf
 olfactory
Olfactory system description:
The olfactory system describes any information that
is gathered through the nose and, like vision and
hearing, must be interpreted by the brain.

How does our olfactory sense impact learning?

Olfactory input is not always a major
component in student's sensory experience in
the school. However, strong perfumes or
cleaning agents can be distracting to some
students while more calming scents can be
used as an aromatherapy tool to calm the
sensory systems of all children pending that
there is no allergy concerns within the class.
10
 What is sensory
processing?
Sensory processing describes the relationship
between each individual's nervous system
operations stimulated by sensory input and self-
regulation strategies to create sensory processing
patterns unique to each individual. More
specifically, this concept looks at the interaction
between how a person is able to respond to sensory
stimuli through organization of the input in a
neurological sense and, in turn, respond to sensory
stimuli. Sensory processing patterns are organized
into four categories, keep in mind that any
individual can have any pattern in each of their 7
senses.
11
Information retrieved from: Dunn, W. (2007). Supporting children to participate successfully in everyday life by using
sensory processing knowledge. Infant and Young Children, 20, 84-101.
 What are the different sensory
processing patterns?

Hypersensitivity

Sensory Sensation
Sensitive avoiding

Passive Self-Regulation Active Self-Regulation

Hyposensitivity

low Sensation
registration
seeking

Information retrieved from: Dunn, W. (2007). Supporting children to participate successfully in everyday life by using
sensory processing knowledge. Infant and Young Children, 20, 84-101.
12
 Sensory seekers
HYPOsensitive ~ Active Self-regulation

Explanation:
Those who are sensory seekers enjoy
sensory input.They have HIGH
thresholds for sensory stimuli meaning
that they need MORE sensory input to
satisfy their needs. Sensory seekers also
demonstrate high self-regulation
meaning that they create and/or seek
out sensory experiences to satisfy their
need for input.
Dunn, W. (2007). Supporting children to participate successfully in everyday life by using sensory
processing knowledge. Infants and Young Children. 20(2), 84-101.
doi:10.1097/01.IYC.0000264477.05076.5d
13
Sensory seekers
HYPOsensitive ~ Active Self-regulation

Common behaviors of sensory

seekers include:
Stand too close to others and have
difficulty with concept of personal space
Walk with loud, heavy steps
May appear clumsy
Enjoy jumping, hopping, and crashing
into people/things *sometimes to the
point of being unsafe
Prefer rough play with peers
Seek out or make loud noises
Touch people/objects almost constantly
Demonstrate need to keep their bodies
moving constantly
14
Sensory avoiders
HYPERsensitive ~ Active Self-regulation

Explanation:
Those who are sensory avoiders do
NOT enjoy sensory input. Their
sensory thresholds are met quickly
though they do not enjoy the sensation
and actively withdraw or avoid
situations that may be
overstimulating.

Dunn, W. (2007). Supporting children to participate successfully in everyday life by using sensory
processing knowledge. Infants and Young Children. 20(2), 84-101.
doi:10.1097/01.IYC.0000264477.05076.5d
15
Sensory avoiders
HYPERsensitive ~ Active Self-regulation

Common behaviors of sensory

avoiders include:
Demonstrate sensitivity to the clothes
they wear
Don't enjoy being touched or hugged
Demonstrate big reactions to
unexpected lights/sounds
Hear noises and demonstrate
reactions to noises that other people
may not notice
Prefer quiet and predictable
environments

16
 Sensory sensitive
HYPERsensitive ~ Passive Self-regulation

Explanation:
Those who are sensory sensitive are
similar to those who are sensory
avoiders. The key difference is that those
who are sensory sensitive, while they
demonstrate the same hypersensitivity
to input that sensory avoiders do, they do
not actively self-regulate. Instead they
say in the non-preferred environment
and demonstrate negative reactions to
their sensory environment. 17
Dunn, W. (2007). Supporting children to participate successfully in everyday life by using sensory
processing knowledge. Infants and Young Children. 20(2), 84-101.
doi:10.1097/01.IYC.0000264477.05076.5d
Sensory sensitive
HYPERsensitive ~ Passive Self-regulation

Common behaviors of those who

are sensory sensitive include:
Demonstrate irritable, short-
tempered, or demanding behavior
May cover their ears or yell at others
to "be quiet"
Demonstrate constant fidgeting
Display negative outbursts to
overstimulating environments and/or
scenarios

18
 Low registration
HYPOsensitive ~ Passive Self-regulation

Explanation:
Those who have low registration, have a
high threshold for sensory stimuli
though do NOT actively seek out
opportunities to satisfy their sensory
needs due to passive self-regulation.

Dunn, W. (2007). Supporting children to participate successfully in everyday life by using sensory
processing knowledge. Infants and Young Children. 20(2), 84-101.
doi:10.1097/01.IYC.0000264477.05076.5d
19
Low Registration
HYPOsensitive ~ Passive Self-regulation

Common behaviors of those who

are sensory sensitive include:
May require additional instruction or
even touch to get their attention on
adult directed tasks
May appear to have a flat affect in
situations where others are
demonstrating big emotional
responses
May miss warning signs of potentially
dangerous scenarios

20
 Regulation vs.
Dysregulation
Dysregulation:
When the central nervous system, aka
your brain, is in a state of imbalance
due to excess sensory input or a lack of
sensory input.
What this looks like:
Temper tantrum like behavior or melt downs
Uncontrollable laughter
Fast/hard movements
Speaking fast
Excess saliva
Unable to follow simple instructions
Difficulty attending to any task
Impulsive behaviors
Shrieking or high-pitched yelling 21
 Regulation vs.
Dysregulation
Regulation:
When the central nervous system is
balanced and functioning at an optimal
level.
What this looks like:
Have a conversation
Attend to tasks
Follow instructions
Sit calmly
Have safe/just right body
movements

22
 Classroom
Behavior &
Sensory
dysregulation
checklist

23
 tactile
Tactile Defensiveness:
o Becomes dysregulated, upset, or
anxious with light and unexpected touch
o Can be distracted by their
clothing/mentions excessive issues with
clothing
o Exhibits dysregulation when engaging
in messy play; i.e. using finger paints in art
class
o May demonstrate a need to always keep
hands clean through washing/wiping
hands frequently

24
Adapted from: Rodil, J. (2020). Sensory processing disorder checklist and symptoms. Neurological and
Physical Abilitation Center.Retrieved from: https://napacenter.org/spd-checklist/
 tactile
Tactile Seeking:
o Demonstrates a need to touch and feel
everything within their environment
o Touches impulsivity toward touching
others and touching objects within reach
o Demonstrates a lack of awareness when
their face is messy after eating lunch or
snack
o Shows little to no reaction to painful
stimuli
o Seeks out opportunities to engage in
wet/messy play such as using lotion or
soap in excessive amounts 25
Adapted from: Rodil, J. (2020). Sensory processing disorder checklist and symptoms. Neurological and
Physical Abilitation Center.Retrieved from: https://napacenter.org/spd-checklist/
 Proprioception
Proprioceptive Seeking:
o Pursues movement to the point where it
interferes with function or engagement in
classroom tasks (fidgeting, rocking, not being able
to sit still)
o Becomes overly excited during movement
breaks in the day to the point that it interferes
with function (ex-movement breaks, physical
education class)
o Takes frequent movement or climbing risks
that are unsafe
o Falls down or jumps on to ground
o Prefers that their clothing is as tight as possible
o Frequently hits, pushes, or bites other children
26
Adapted from: Rodil, J. (2020). Sensory processing disorder checklist and symptoms. Neurological and
Physical Abilitation Center.Retrieved from: https://napacenter.org/spd-checklist/
 Proprioception
Proprioceptive Difficulties:
o Demonstrates difficulty with being able
to produce the appropriate amount of
force when writing, drawing, or coloring
(breaks lead when using pencils, pushes
too hard when using markers or pens)
o Breaks items frequently
o May bump into objects/desks/other
children frequently
o May have difficulty understanding and
discriminating between items that are
light versus items that are heavy
27
Adapted from: Rodil, J. (2020). Sensory processing disorder checklist and symptoms. Neurological and
Physical Abilitation Center.Retrieved from: https://napacenter.org/spd-checklist/
 AUDITORY
Auditory Defensiveness:
o Reacts strongly to unexpected of loud
noises (i.e. other children yelling, fire
alarms, crashes in classroom, etc)
o May frequently hold hands over ears to
protect from sounds
o May have difficulties being
productive/staying focused on academic
tasks with background noise present
o May demonstrate difficulties with
certain frequencies of a sound
o May avoid situations where there is an
influx of loud sounds 28
Adapted from: Rodil, J. (2020). Sensory processing disorder checklist and symptoms. Neurological and
Physical Abilitation Center.Retrieved from: https://napacenter.org/spd-checklist/
 AUDITORY
Auditory Hyposensitivity:
o Does not respond to their name being
called
o Enjoys making sounds themselves
o Needs verbal directions repeated
frequently
o Can be confused when attempting to
localize a sound
o Turns up sound settings on a screen
device to their max capacity

29
Adapted from: Rodil, J. (2020). Sensory processing disorder checklist and symptoms. Neurological and
Physical Abilitation Center.Retrieved from: https://napacenter.org/spd-checklist/
 olfacTORY
Olfactory Hyposensitivity:
o Does not register odors that would
typically be considered unpleasant
o Smells objects or people as a means of
interacting with them

30
Adapted from: Rodil, J. (2020). Sensory processing disorder checklist and symptoms. Neurological and
Physical Abilitation Center.Retrieved from: https://napacenter.org/spd-checklist/
 olfacTORY
Olfactory Hypersensitivity:
o Is easily bothered by food smells of
other student’s or teacher’s lunches/snacks
o May register a small that is faint or hard
for others to pick up
o Reacts negatively to smells that would
otherwise not bother anyone else

31
Adapted from: Rodil, J. (2020). Sensory processing disorder checklist and symptoms. Neurological and
Physical Abilitation Center.Retrieved from: https://napacenter.org/spd-checklist/
 Visual
Visual Hypersensitivity:
o Sensitivity to bright lights
o May retreat to darker settings in order
to engage in activities (through placing
hood up, putting head close to desk)
o Avoids eye contact
o Can be distracted by subtle visual details
in the classroom (i.e. things on the walls,
lights, visual items on desk, etc)

32
Adapted from: Rodil, J. (2020). Sensory processing disorder checklist and symptoms. Neurological and
Physical Abilitation Center.Retrieved from: https://napacenter.org/spd-checklist/
 Visual
Visual Hyposensitivity:
o May have difficulty identifying
differences in puzzles, pictures, words, or
objects
o May have trouble locating specific items
amongst other items
o Demonstrates difficulty visually
tracking items
o Has trouble visually attending to written
information or instructions
o May have depth perception difficulties
o Can have difficulty visually attending to
items with little or no contrast 33
Adapted from: Rodil, J. (2020). Sensory processing disorder checklist and symptoms. Neurological and
Physical Abilitation Center.Retrieved from: https://napacenter.org/spd-checklist/
 VESTIBULAR
Vestibular Hyposensitivity:
o Can spin for a prolonged period of time
without ever getting dizzy
o Can swing intensely for a prolonged
period of time
o Enjoys being in an upside-down
position
o Rocks in place wherever they are sitting
o May love being tossed in the air
o Enjoys rocking or nodding their head
back and forth

34
Adapted from: Rodil, J. (2020). Sensory processing disorder checklist and symptoms. Neurological and
Physical Abilitation Center.Retrieved from: https://napacenter.org/spd-checklist/
 VESTIBULAR
Vestibular Hypersensitivity:
o Avoids swings ladders slides at recess or
in gym class
o May lose balance easily and can appear
to be clumsy
o Demonstrates difficulties with activities
that requires good balance and postural
control
o Avoids spinning
o May be fearful anytime their feet leave
the ground

35
Adapted from: Rodil, J. (2020). Sensory processing disorder checklist and symptoms. Neurological and
Physical Abilitation Center.Retrieved from: https://napacenter.org/spd-checklist/
 How does
sensory
processing
impact learning?

36
impact on learning
Children engage in a variety of contexts
when they attend school as students.
Each context contains a variety of
sensory stimuli than can impact
children’s ability to learn.

The context areas are as follows:

Physical
Social
Cultural
Temporal

37
 Physical Context
What is it?
The physical context within a classroom
includes all of the physical components within
the classroom, more specifically, any object or
physical property of the classroom.

What things are found in this context?

o Classroom wall décor
o Orientation of the room (how desks are aligned, where
teacher’s desk is, what direction they face when they receive
instruction)
o Lighting (fluorescent lights, lamps, screens of
smartboards/projectors)
o Temperature of the room
o Desks (theirs and the teacher’s)
o Chairs (any alternative seating options as well)
o All items within classroom that children engage with on a
regular basis (school supplies, calm down spaces/tools,
books, toys, etc.) 38
 social Context
What is it?
The social context within a classroom includes the
social interactions that are necessary within the
school setting. For example, this includes
interactions with peers, interactions with
teachers/staff, and emotional reactions to
scenarios throughout the day.

What things are found in this context?

o Any interaction with another individual or
group
o Groupwork completed in classes where
interaction is required
o Communicating with teacher and other
staff/school professionals

39
 cultural Context
What is it?
The culture of a classroom is shaped by a number of
things. The children in the class as well as the teacher
develop norms solely based on the typical interactions
that occur in the school setting. Additionally, any
expectations of the teacher regarding daily operations and
academic performance are included in the cultural
context of the classroom.

What things are found in this context?

o Daily classroom operations
o Academic expectations
o Problem solving expectations
o Overall classroom norms

40
 temporal Context
What is it?
The temporal context refers to the timing and
routine components found within the
classroom.

What things are found in this context?

o Time spent listening to instruction
o Individual versus group learning
o Transitions between tasks/specialists
o Length of the school day
o Length of lessons
o Breaks for movement
o Play versus learning balance

41
 sensory
strategies to
enhance each
context

42
physical context
strategies
Use lamps (or natural light when
possible) instead of fluorescent lights
Studies show that students tend to
maintian focus better and longer
when light systems other than
fluorescent lights

Use student artwork as wall decor in

classrooms
Research has shown that when
student's work is displayed in the
classroom, they feel more involved in
their classroom environment and are
therefore more likely to engage in
their learning environment

43
 cultural & social
context strategies
Allow alternative seating options
Tools such as wobble seats*, seat cushions*,
standing desks, lap desks*, and lower tables to
use while seated on the floor can be an extremely
useful tool in helping students maintain focus on
learning

Use of fidget tools

Fidgets* can be useful tools to help children keep
their hands busy in order to sustain attention
during listening tasks. Expectations need to be
made clear regarding use of tools in order to
avoid them becoming a distraction
Sensory Diets
Sensory diets are specific sensory
strategies/plans for individual students who
display a need for more sensory intervention to
prepare for learning
This concept is further explained on the following
page
44
*Examples can be found in appendix A
 Sensory Diets
Sensory diets explained ...
Sensory diets are tools that are meant to be
individualized sensory strategies for specific students
that show they may need more regulation. From a
teacher standpoint, this may look like giving the
student consistent tasks or breaks to give them more
opportunities for sensory interactions.
This can include, but is not limited to, things such
as...
Allowing a student to do 5 jumps prior to
joining the rest of the class for large group
learning (vestibular and proprioceptive input)
Having a student always be the designated
"helper" to push desks around when
rearranging classroom (proprioceptive input)
Having a student assist with reaching high to
point to words/pictures on the board when the
teacher is learning (vestibular input)

Sensory diets truly include any individualized sensory

breaks/strategies that work for a student to enhance their learning!!
45
temporal context
strategies
Stretch breaks
Allowing children to have consistent
stretch breaks throughout their day
can assist with improving focus on
tasks through increasing blood flow
and circulation throughout the body
and to the brain

Scheduled movement breaks prior to

seated/more formal learning sessions
Allowing children to engage in
movement breaks helps to regulate
arousal prior to beginning adult
directed tasks and in turn improve
information retention from
instruction by the teacher
46
calm down corner
Purpose of calm down corner:

A calm down corner can be used for a

variety of reasons. This can be a place to
go for children who are demonstrating
any number of difficult or disruptive
behaviors as a place to go and regulate
themselves using sensory and social
emotional based strategies.

47
calm down corner
Things to put in the calm down corner
include but are not limited to:
Zones of Regulation Poster
The zones of regulation program can be
used as a tool to allow children to become
more in touch with their bodies and
determine what they need in order to be
in the "green zone" and be their best.
*details included in appendix B*

Sensory/fidget tools including but not limited

to:
Pop its/fidget spinners
Bean bags or comfortable seating
Weighted blankets or vests
Visual fidgets
Breathing ball
Body sock 48
 Appendix A: Physical
modification strategies
Wobble Stool: alternative seating
option for being seated at a desk,
offers consistent proprioceptive and
vestibular input (can be found on
Amazon)

Seat cushion: alternative seating

option for being seated at a desk
while still using chair, offers
consistent proprioceptive and
vestibular input (can be found on
Amazon)

Lap Desk: alternative seating

option for being seated on the
floor, offers consistent
proprioceptive input (can be
found on Amazon)

49
 Appendix A: Physical
modification strategies
Pop it: fidget tool to keep
hands busy for tactile seekers
to enhance attention
specifically when receiving
verbal instruction (can be
found on Amazon)

Marble Fidget: another

example of a tactile fidget--
this is less well known and
therefore may be better suited
for less possibility of
becoming a toy (can be found
on Amazon)

Lava lamp visual fidget: visual

fidget for students who tend
to be visual seeking, can be
helpful in enhance attention
when receiving verbal
instruction (can be found on
Amazon) 50
Appendix B: Zones of
regulation tool

51
52
53
54
 References
Dunn, W. (2007). Supporting children to participate
successfully in everyday life by using sensory
processing knowledge. Infants and Young Children.
20(2), 84-101. doi:10.1097/01.IYC.0000264477.05076.5d

Kuypers, L. (2011). The zones of regulation: a

curriculum designed to foster self-regulation and
emotional control. San Jose, CA: Think Social
Publishing, Inc.

Rodil, J. (2020). Sensory processing disorder checklist

and symptoms. Neurological and Physical Abilitation
Center.Retrieved from: https://napacenter.org/spd-
checklist/

7 Senses Street Day [Fact Sheet]. 2013. 7senses.org.

Retrieved from: http://www.7senses.org.au/wp-
content/uploads/2013/09/7-Senses-Street-Day-What-
are-the-7-Senses_.pdf

55