| Sensory motor integration deficits are fairly common | | | | Input |
| in both children and adults. The following is a list of | | | | Some children need sensory input to help them to |
| tips for teachers who have children with sensory | | | | stay focused. Here are some things you can do to |
| processing disorders. | | | | help these children. |
| Teachers commonly encounter students with | | | | · Allow the child to sit on an air cushion pillow |
| sensory motor integration deficits. The following is a | | | | that is slightly filled with air. This allows for movement |
| list of strategies teachers can use to help these | | | | without the child leaving his desk. |
| children | | | | · Encourage the child to run or climb during |
| General Strategies | | | | recess. |
| Have the child line up in the back of the line to | | | | · Give the child tasks requiring sustained |
| minimize physical contact with others. | | | | repetitive movements, such as washing the desks or |
| · Don't have the child wait in line for long periods | | | | erasing the blackboard. |
| of time. | | | | · Have these children move heavy objects like |
| · Permit the child to wear a sweater or jacket | | | | rearranging books or desks. |
| indoors. This may help to relax the child. | | | | · Give the child opportunities to move around by |
| · Space the children far enough apart so that | | | | making him your messenger. Let him run notes to |
| they do not touch one another inadvertently. | | | | other teacher or to get things the class needs. |
| · When sitting on the floor, use markers or | | | | · Never discipline the child by taking away recess |
| masking tape to define the child's personal space. | | | | privileges or physical education. |
| · Allow the child to choose where he sits during | | | | Some children do better if they are able to stimulate |
| story time. | | | | their mouths or hands. Here are some things you can |
| · Don't force a child who is showing fear or | | | | do to help these children. |
| distress to participate in activities. | | | | · Let them keep a water bottle at their desks. |
| · Place the child's desk along the side of the | | | | · Let them chew on something like a straw or |
| room outside of traffic. | | | | coffee stick. |
| · Orient the child's desk so that he has a good | | | | · Ley your student have a small squeeze ball in |
| view of where others are moving. | | | | his pocket. |
| For Children who Have Sensitivity to Touch | | | | Some Things to Remember |
| Many children who are sensitive to light touch prefer | | | | · Children with multiple disabilities often have |
| firm pressure. This helps to relax them. The following | | | | sensory motor integration deficits. |
| tips will help them: | | | | · These children may have difficulty with motor |
| · Never touch the child from behind. | | | | planning and knowing the position of their body in |
| · When you do touch the child, approach the | | | | space. |
| child from the front to give a visual cue that light | | | | · These children often have poor balance. |
| touch is coming. | | | | · Being in crowded places and situations makes |
| · When touching the child, use firm pressure on | | | | these children anxious and uncomfortable. |
| the back or shoulder rather than a gentle touch. | | | | Children with sensory processing disorders experience |
| · Seat the child next to quiet calm children. | | | | the world differently. They may have extreme |
| · Some children are disturbed by the hardness | | | | discomfort or pain from sensations that other people |
| of the chair. | | | | might find pleasant. This is a functional disorder. Keep |
| · Allow the child to sit on a pillow on cushion. | | | | in mind that the child cannot control this problem. It is |
| Specific Advice For Children Who Need Extra Sensory | | | | not his fault. |