ACCESS-ABILITY Volume3_Issue1 - Page 22

O U R "T O P 1 0 " IN Sensory Regulation Wh en it com es t o t h e developm en t of h ealt h y, h appy, an d con f iden t lear n er s, ou r n er vou s syst em s deser ve as m u ch at t en t ion as ou r h ear t s an d br ain s. Sen sor y developm en t is cr it ical t o t h e in t egr at ion , m odu lat ion , an d m an agem en t of t h e sigh t s, sou n ds, t act ile exper ien ces, an d sm ells t h at com e at u s f r om all an gles as w e lear n t o n avigat e t h e w or ld saf ely an d w it h ou t get t in g ou r ?f igh t or f ligh t ? on at ever y t u r n . Wit h ou t a w ell-coor din at ed sen sor y syst em , w e can?t calm ou r selves, pay at t en t ion , m ove saf ely, or con solidat e w h at w e h ave exper ien ced. Sen sor y r egu lat ion h as a st r on g im pact on ou r abilit y t o bu ild r elat ion sh ips an d develop a h ealt h y em ot ion al lif e. Wh at ar e w e advocat in g f or ? For u n iver sally design ed classr oom s t h at pr ovide sen sor y t ools f or ALL st u den t s, w h en ever an d h ow ever t h ey n eed t h em . In ot h er w or ds, t h e k ey t o a sen sor y-in f or m ed classr oom is t o pr ovide t ools t h at su ppor t dif f er en t sen sor y n eeds as n at u r ally as possible. Teach er s w h o cr eat e sen sor y-in f or m ed classr oom s ar e sen din g a st r on g m essage of in clu sion an d elim in at in g t h e social st igm a f or ch ildr en w h o n eed addit ion al accom m odat ion . Th e t r u t h is, all ch ildr en (an d adu lt s) n eed a cer t ain level of sen sor y su ppor t . In a sen sor y-in f or m ed classr oom , t h e t each er explicit ly t each es ch ildr en h ow t o r ecogn ize w h en t h ey ar e over or u n der st im u lat ed, as w ell as t h e t ools an d su ppor t s t h ey sh ou ld seek ou t f or dif f er en t sit u at ion s. Wh at ar e som e of ou r f avor it e su ppor t s? - Th e How da Hu g ch air : It pr ovides t r u n k st abilit y du r in g cir cle t im e, an d it is lik e get t in g a big h u g f or you r n er vou s syst em , t oo! - Noise can cellin g h eadph on es. - Classr oom ligh t f ilt er s: Elim in at e t h e h ar sh glar e an d f lick er in g of f lu or escen t ligh t s w it h h eat -r esist an t f abr ic f ilt er s. - Th in k in g pu t t y: We love Cr azy Aar on?s, becau se it is cool, color f u l, du r able, an d pou n dable! - Self -calm in g car ds: Lit t le t ips on w h at t o do, w h en , w it h visu als. - Hu g t ees: A lit t le h u g f r om you r t -sh ir t , w r apped u p in som e pr et t y cool st yle, su ch as t ie dye. - Ch ew able r obot pen t opper : Discr et e, cu t e, bpa-f r ee silicon e, an d t h ey w ill ou t gr ow it . - Fidget Cu be: Th e cool f idget t oy w it h six dif f er en t f u n ct ion s! - Bu ddh a Boar d: Lik e an Et ch -a-Sk et ch , bu t w it h w at er . - Th e t w o n ew sen sor y pat h s at Sou t h !