As teachers, we work with students every single day that respond best to a variety of supports. Some of these students have identified disabilities, some have 504 plans, some students require classroom accommodations but don’t fit in either of those niches. One of the needs we might see is sensory processing disorder. It feels big and overwhelming, and without additional information, it is! Let’s dive deep to understand more about this disorder.
What is sensory processing disorder?
We all receive information constantly throughout the day that our sensory system responds to. Lights, sounds, smells, and more. When a child has sensory processing disorder, their body has trouble making sense of this information. It can come out as a child being over sensitive to sensory input, or sensory seeking. A child who is over sensitive might avoid sensory experiences like specific or loud sounds, flickering lights, specific touches or textures, certain movement, etc. If they are sensory seeking, they might seek out these experiences, like being drawn to toys or technology with bright or blinking lights, always appear to be “on the go”, seem fidgety, etc. What’s interesting is that a child can also experience both over sensitivity in some areas, and seek sensory input in others.
Do children with sensory processing disorder have IEPs?
Maybe! Sensory processing disorder is not one of the 13 identified disability areas according to IDEA. A child may have an IEP for one of those 13 identified areas and have sensory processing disorder. In this situation, accommodations to support the child’s sensory needs would be put in place.
If the child does not have an IEP? They might qualify for a 504 plan. This will allow the child accommodations regarding their sensory needs that are legally bound.
What if I have a child with sensory needs in my classroom?
Chances are, you probably do! Having available sensory tools in your classroom for ALL children to use as needed can be so beneficial, and also not single out any student who has sensory processing needs. Providing frequent brain breaks, flexibility to stand and move as needed, offering quiet and calm areas for students to avoid stimulation, and abiding by accommodations can be a game changer for kids.
Another powerful tool is student voice. Connecting with students themselves and their caregivers are truly the BEST way to get the information you need.
What would you add?
I’m a teacher, and I’ve lived my whole life with SPD. I struggled with lights, sounds, and touch when I was growing up. I used to drive my mom crazy because I’d scream and cry when she touched me with a hairbrush. There are times I can’t bear to be touched at all even now. Bright lights (like in the classroom) are a struggle for me, as are loud sounds, like whistling or screeching. If I had had teachers who understood this disorder, my school life would have been easier, and I wouldn’t have struggled with chronic absences. Thank you for spotlighting this in your article. I try hard to make my classroom accessible to all students, no matter what their needs, so reading this helps me zero in on other ways to make my room friendly to all students.