Module 27: Sensory Integration and

Processing Disorders
PowerPoint Presentation Content (15 Slides)
Fun, Interactive, and Practical Learning Edition

Slide 1: Title Slide

Sensory Integration and Processing Disorders Understanding the Hidden World of

Sensory Experiences in Young Children

Certificate Course in Inclusion & Integration of Special Education Module 27

Get Ready to Experience Learning Like Never Before! Today we'll literally FEEL what
our students experience through simulations, games, and hands-on activities! 🎨👂👃👅✋

Slide 2: What is Sensory Processing?

Your Brain as a Traffic Controller

Imagine your brain is like a busy traffic control center:

 🚗 Sensory information = Cars arriving from all directions

 🚦 Your brain = Traffic controller deciding which cars go where
 ✅ Good processing = Smooth traffic flow
 ❌ Poor processing = Traffic jams and crashes!

The 8 Sensory Systems (Yes, EIGHT, not five!):

1. Visual: What we see

2. 👂 Auditory: What we hear
3. 👃 Olfactory: What we smell
4. 👅 Gustatory: What we taste
5. ✋ Tactile: What we touch/feel on skin
6. 🤸 Vestibular: Balance and movement (inner ear)
7. 💪 Proprioceptive: Body position and muscle sense
8. 🫀 Interoceptive: Internal body signals (hungry, need bathroom)

🎮 QUICK GAME: "Sensory System Match"

I'll describe a scenario, you shout out which sensory system!

 1. Emma covers her ears during fire drill = AUDITORY
2. Marcus crashes into furniture constantly = PROPRIOCEPTIVE
3. Sofia spins and spins without getting dizzy = VESTIBULAR
4. Alex refuses to touch play dough = TACTILE
5. Lily can't tell when she needs the bathroom = INTEROCEPTIVE

Fun Fact: Children with autism process sensory information differently in 90%+ of cases!

Slide 3: The Sensory Processing Spectrum

Too Much, Too Little, or Just Right?

Three Types of Sensory Processing Differences:

1. 🔴 OVER-RESPONSIVE (Sensory Avoider) "Everything is TOO MUCH!"

 Sounds seem louder

 Lights seem brighter
 Touch feels painful
 Always overwhelmed

Real Example: Emma screams when her hands get messy during finger painting

2. 🔵 UNDER-RESPONSIVE (Sensory Seeker) "I need MORE sensation!"

 Doesn't notice sounds

 Seeks intense input
 High pain tolerance
 Constant movement

Real Example: Marcus jumps off furniture and crashes into walls all day long

3. 🟡 MIXED RESPONSE (Sensory Fluctuator) "Sometimes too much, sometimes not

enough!"

 Over-responsive to some inputs

 Under-responsive to others
 Varies by day or situation

Real Example: Sofia can't stand light touch but loves tight hugs

🎨 FUN ACTIVITY: "What's Your Sensory Style?"

Take this quick self-assessment (helps you understand kids better):

Rate 1-5 (1=Hate it, 5=Love it):

 ___ Loud concerts or parties

  ___ Strong food smells
 ___ Scratchy clothing tags
 ___ Roller coasters
 ___ Bright fluorescent lights
 ___ Being hugged tightly
 ___ Spicy foods
 ___ Sitting still for 2 hours

Scoring:

 Mostly 1-2: You're sensory OVER-responsive

 Mostly 4-5: You're sensory SEEKING
 Mix of both: You're in the middle (typical)

Now imagine these preferences were 10X stronger - that's what some kids experience!

Slide 4: CASE STUDY 1 - Emma's Tactile Challenges

The Girl Who Hated Getting Messy

Meet Emma: 4 years old, autism, severe tactile defensiveness

📹 VIDEO EXAMPLE 1: "Emma's Finger Painting Disaster" Watch this 2-minute video
of Emma during art time

What You'll Observe:

 Teacher announces finger painting activity

 Emma immediately looks anxious (facial expression)
 Other children eagerly approach table
 Emma refuses to come near the paint
 When teacher encourages her, Emma screams and runs
 She hides under table crying
 Takes 20 minutes to calm down

🔍 ANALYSIS ACTIVITY: "Detective Work"

What did Emma's behavior communicate? (Type in chat)

 What was she trying to tell us?

 What might the paint feel like to her?
 Was this "bad behavior" or sensory distress?

Emma's Sensory Experience (her perspective): "The paint looks slimy and scary. When it
touches my hands, it feels like FIRE on my skin. I can't make it stop. My brain is screaming
DANGER! I have to get away!"

❌ What DOESN'T Work:

  Forcing her to participate
 Saying "It's just paint, don't be silly"
 Punishment for refusing
 Comparing to other children

✅ What DOES Work:

 Respect her sensory needs

 Gradual desensitization
 Offer alternatives (painting with brushes, q-tips)
 Let her observe from safe distance
 Celebrate ANY participation
 Build tolerance over months, not minutes

PRACTICAL STRATEGIES YOU CAN USE TOMORROW:

Week 1: Observation

 Let Emma watch others paint

 No pressure to participate
 Praise her for staying in room

Week 2: Exploration

 Offer tools (brushes, stamps, sponges)

 Paint on paper, not hands
 Wear plastic gloves option

Week 3: Gradual Exposure

 Touch paint with ONE finger briefly

 Immediately wash hands
 Big celebration for tiny try

Week 4-12: Slow Building

 Increase contact time gradually

 Different textures (thicker, thinner)
 Choice and control essential
 Progress may be tiny - celebrate it!

💡 Adaptation Ideas:

 Paint inside ziplock bag (touch without mess)

 Use shaving cream instead of paint (different texture)
 Paint with water first (less threatening)
 Create "messy art" with natural items (leaves, flowers)
Slide 5: CASE STUDY 2 - Marcus's Proprioceptive Needs

The Boy Who Couldn't Sit Still

Meet Marcus: 5 years old, ADHD + sensory seeking, constant motion

📹 VIDEO EXAMPLE 2: "Marcus During Circle Time" Watch this 3-minute video of
morning meeting

What You'll Observe:

 Children sitting on carpet squares

 Marcus arrives and immediately fidgets
 Within 30 seconds, he's lying down
 Then rolling around
 Crashes into other children
 Stands up, spins, sits back down
 Pushes against wall with feet
 Teacher redirects him 8 times in 3 minutes
 Eventually removed from circle time

🤔 REFLECTION QUESTIONS:

1. Is Marcus being "bad" on purpose? NO! His sensory system NEEDS movement
input
2. What might his body be telling him? "I don't know where my body is in space. I
need to move to feel organized!"
3. Traditional Response: "Marcus, sit still! Stop bothering others! Go to time out!"
Result: Behavior worsens, Marcus feels bad, learning doesn't happen

Marcus's Sensory Experience (his perspective): "I feel like I'm floating. I can't feel my body
unless I'm moving or crashing. Sitting still makes my brain fuzzy. I NEED to move to think!"

🎯 THE SENSORY DIET SOLUTION

What's a Sensory Diet? Planned sensory activities throughout day, like meals for the brain!

Marcus's Personalized Sensory Diet:

🌅 Morning (Before School):

 10 minutes jumping on trampoline

 Heavy backpack to wear
 Crunchy breakfast foods

📚 Arrival at School:

 Push heavy cart from car to classroom

 Carry stack of books
 Wall pushes (10 repetitions)
🎨 During Circle Time:

 Sitting on therapy ball OR

 Weighted lap pad (3-5 lbs) OR
 Fidget tools in hands OR
 Standing at back of group

🕐 Every 20 Minutes:

 Movement break (jumping jacks, animal walks)

 Heavy work task (sharpen pencils, take attendance to office)
 Drink water through straw (oral motor input)

🍎 Lunch:

 Chewy/crunchy foods prioritized

 Blow bubbles for oral motor
 Chair pushups before sitting

📊 BEFORE vs. AFTER DATA:

Before Sensory Diet:

 Redirections: 15+ per hour

 Time in classroom: 60%
 Learning engagement: 20%
 Peer conflicts: 5-8 daily

After 2 Weeks of Sensory Diet:

 Redirections: 3-5 per hour

 Time in classroom: 90%
 Learning engagement: 70%
 Peer conflicts: 1-2 weekly

🎉 SUCCESS!

Slide 6: Understanding the Vestibular System

Balance, Movement, and Why Some Kids Never Get Dizzy

The Vestibular System = Your Inner Ear Balance Center

What it does:

 Tells you if you're moving or still

 Helps you balance
 Coordinates head and eye movements
  Organizes your brain for attention

When it's NOT working right:

 Child spins constantly without dizziness

 OR gets carsick easily
 Fear of playground equipment
 Difficulty with sports/coordination

🎪 FUN DEMONSTRATION: "The Spinning Challenge"

Let's Experience Vestibular Input!

Activity: Stand up and spin around 10 times Then: Try to walk in straight line

What happened?

 Dizzy? That's NORMAL vestibular processing

 Not dizzy? You might be under-responsive (like some kids)
 Extremely dizzy/sick? Over-responsive system

🎢 TWO TYPES OF VESTIBULAR DIFFERENCES:

Type 1: SENSORY SEEKING (Under-responsive) Example: Sofia, 4 years old

📹 VIDEO EXAMPLE 3: "Sofia the Spinner" 30-second clip of Sofia spinning

What you see:

 Sofia spins in circles for 5+ minutes straight

 Never gets dizzy
 Seeks swings, slides, anything that moves
 Loves being upside down
 Crashes and falls frequently

Why? Her vestibular system needs INTENSE input to register movement

Supports:

 Provide safe spinning opportunities (office chair, sit-n-spin)

 Scheduled movement breaks
 Trampoline or therapy ball activities
 Heavy work to calm after spinning

Type 2: OVER-RESPONSIVE (Avoider) Example: Lily, 5 years old

Behaviors:

 Terrified of swings
 Won't climb playground equipment
  Cries during elevator rides
 Refuses to jump
 Keeps feet on ground always

Why? Her vestibular system interprets normal movement as DANGER

Supports:

 Start with feet on ground activities

 Gradual exposure to movement
 Child controls speed and intensity
 Never force participation
 Build confidence slowly over months

Slide 7: Classroom Adaptations for Sensory Needs

Practical Solutions You Can Implement TODAY

🎒 SENSORY-FRIENDLY CLASSROOM SETUP

Zone 1: Calm-Down Corner Items to Include:

 Bean bag chairs or floor cushions

 Dim lighting (lamp, not overhead)
 Noise-canceling headphones
 Weighted lap pads (3-5 lbs)
 Fidget toys in basket
 Visual calming strategies poster
 Timer for self-regulation

Zone 2: Movement Area

 Therapy balls for seating

 Bouncy bands on chair legs
 Standing desk option
 Wiggle cushions
 Resistance bands

Zone 3: Sensory Exploration

 Sensory bins (rice, beans, water beads)

 Textured materials
 Play dough and clay
 Scented markers
 Musical instruments

PRACTICAL ACTIVITY: "Build a Sensory Kit"

Your Challenge: Create emergency sensory kit for your classroom

Budget: $50 Age Group: 4-6 years old Purpose: Quick sensory supports for any child in
crisis

Must Include Items for:

 Tactile seekers
 Tactile avoiders
 Movement needs
 Calming needs
 Oral motor input

Sample Shopping List:

 Stress balls ($10)

 Therapy putty ($8)
 Fidget spinners/cubes ($12)
 Chewy necklaces ($10)
 Mini trampoline or bounce board ($20)
 TOTAL: $60 (okay, slightly over!)

💡 FREE/LOW-COST OPTIONS:

 Bubble wrap for popping

 Rice in sealed bottles (shake/search)
 Fabric scraps (various textures)
 Empty water bottles with glitter (visual calming)
 Straws and cotton balls (blow activities)

Slide 8: Auditory Sensitivities

When the World is Too LOUD

Auditory Over-Responsivity: Sounds that seem normal to us are PAINFUL to some

children

Common Triggers:

 Fire alarms 🔥
 Hand dryers in bathrooms
 Vacuum cleaners
 School bells
 Cafeteria noise
 Children singing loudly
 Scraping chairs on floor

📹 VIDEO EXAMPLE 4: "Fire Drill Meltdown" Watch Alex during surprise fire drill
What happens:

 Alarm sounds
 Alex immediately covers ears and screams
 Drops to floor in fetal position
 Rocks back and forth
 Crying and shaking
 Takes 45 minutes to recover after drill

Alex's Experience: "The sound is like a knife stabbing my ears. I can't think. I can't move.
Everything hurts. Make it stop!"

❌ What Makes it Worse:

 Surprise drills with no warning

 Adults saying "It's not that loud"
 Forcing participation without protection
 No escape option

✅ What Helps:

 Advance Warning: "Fire drill in 5 minutes"

 Noise Protection: Noise-canceling headphones
 Safe Exit: Leave before alarm if possible
 Quiet Space: Return to calm environment quickly
 Preparation: Practice with gradually increasing volume
 Visual Timer: Show when it will end

🎧 AUDITORY SUPPORTS TOOLKIT:

Prevention Strategies:

1. Classroom Modifications:
o Carpet or rug to muffle noise
o Tennis balls on chair legs
o Quiet voice expectations
o Visual noise level indicators
o Quiet work time scheduled
2. Individual Supports:
o Noise-canceling headphones available
o Preferential seating (away from doors, AC)
o Advance warning for loud activities
o Option to step out during music/assembly
3. Coping Strategies:
o Teach self-advocacy: "Too loud" signal
o Practice calming techniques
o Gradual exposure to sounds
o Control volume when possible
🎵 FUN ACTIVITY: "Sound Scavenger Hunt"

Help children identify sounds in environment:

 Walk around classroom/school

 Record sounds heard
 Rate each: Comfortable, Uncomfortable, or Painful
 Create personalized sound profile
 Plan accommodations based on results

Slide 9: Tactile Processing Challenges

Touch Can Hurt - Or Not Be Felt at All

The Touch Spectrum:

👈 UNDER-RESPONSIVE (Doesn't feel touch) Signs:

 Doesn't notice when touched

 High pain tolerance
 Injuries without crying
 Seeks deep pressure
 Doesn't notice messy face/hands
 May hurt others without realizing

👉 OVER-RESPONSIVE (Touch hurts) Signs:

 Avoids light touch

 Hates tags in clothes
 Won't go barefoot
 Resists hugs/affection
 Aggressive when touched unexpectedly
 Refuses messy activities

📹 VIDEO EXAMPLE 5: "The Unexpected Touch" Watch Emma's reaction to light tap on
shoulder

What happens:

 Teacher gently taps Emma's shoulder

 Emma SCREAMS and hits teacher
 Runs to corner crying
 Won't let anyone near for 10 minutes

Understanding: Light touch triggered FIGHT response in her nervous system

Touch Pressure Continuum:

  Light touch = Often alerting/irritating
 Deep pressure = Usually calming

This is why:

 Light tap = Emma's system says DANGER!

 Tight hug = Emma's system says SAFE!

🤗 PRACTICAL SOLUTIONS:

For Over-Responsive Children:

1. Clothing Adaptations:
o Remove all tags
o Soft, seamless socks
o Loose-fitting clothes
o Child picks fabrics they tolerate
2. Touch Guidelines:
o Always approach from front (never surprise)
o Ask before touching
o Use firm pressure, not light
o Respect "no touch" boundaries
3. Desensitization Activities:
o Brushing protocol (Wilbarger technique)
o Massage with firm pressure
o Deep pressure activities
o Child-directed touch exploration

For Under-Responsive Children:

1. Safety Concerns:
o Extra supervision (don't feel injuries)
o Teach pain signals
o Regular body checks
o Visual injury inspection
2. Awareness Building:
o Heavy work activities
o Resistance activities
o Texture exploration
o Mirror activities (watch self being touched)

🎨 TEXTURE EXPLORATION ACTIVITY "Mystery Box Sensory Game"

Setup:

 Box with various textured items

 Children reach in without looking
 Describe what they feel
 Guess object
Items:

 Soft (cotton ball, feather)

 Rough (sandpaper, brush)
 Smooth (marble, silk)
 Squishy (stress ball, play dough)
 Hard (block, rock)

Adaptations:

 Start with vision (look first, then touch)

 Use tongs to touch instead of hands
 Wear gloves initially
 Child controls all touch

Slide 10: Proprioceptive System

The Body Awareness Sense You Didn't Know You Had

What is Proprioception? The sense that tells you where your body parts are WITHOUT
looking

Test Yourself:

 Close your eyes

 Touch your nose with finger
 You did it! That's proprioception!

When Proprioception Doesn't Work Well:

 Clumsy, bumps into things

 Can't judge personal space
 Breaks toys frequently
 Uses too much/too little force
 Difficulty with fine motor tasks
 Seeks crashing and jumping

📹 VIDEO EXAMPLE 6: "The Heavy Work Helper" Watch transformation when child
gets proprioceptive input

BEFORE Heavy Work:

 Child running around classroom

 Knocking into furniture
 Pushing peers
 Can't focus on work
 Disruptive behaviors
AFTER 5 Minutes Heavy Work:

 Pushed loaded cart to office

 Carried stack of books
 Did wall pushes
 Result: Calm, focused, ready to learn!

HEAVY WORK ACTIVITIES MENU Copy this list for your classroom!

Classroom Heavy Work Options:

 Push/pull loaded cart

 Carry heavy items (books, supplies)
 Erase whiteboard firmly
 Sharpen pencils
 Hand out papers/supplies
 Move chairs/furniture
 Water plants with heavy watering can
 Squeeze stress ball 20 times
 Chair push-ups (push up from seated)
 Wall pushes (10 reps)

Outdoor Heavy Work:

 Push someone on swing

 Carry sandbox toys in bucket
 Dig in garden
 Wheelbarrow races
 Animal walks (bear, crab, frog)
 Pull wagon with weight

🎯 PROPRIOCEPTIVE SENSORY DIET PLANNING

For Marcus (sensory seeker):

Every 30 Minutes:

 Heavy work task (2-3 minutes)

 Movement break
 Deep pressure (weighted lap pad)

Signs He Needs More Input:

 Fidgeting increases
 Getting out of seat
 Touching everything
 Bothering peers

Quick Fix Activities:

  "Please push this cart to the office"
 "Help me move these chairs"
 "Do 10 wall pushes then come back"

Result: Marcus stays regulated and focused!

Slide 11: Role of Occupational Therapy

The Sensory Integration Experts

What Occupational Therapists Do:

 Evaluate sensory processing

 Design individualized sensory diets
 Provide therapeutic interventions
 Train teachers and families
 Create environmental modifications
 Monitor progress and adjust plans

📹 VIDEO EXAMPLE 7: "OT Session in Action" Watch 5-minute clip of OT working with
child

What you'll see:

 Sensory gym equipment (swings, climbing)

 Planned activities targeting specific systems
 Therapeutic use of play
 Gradual challenges
 Child having FUN while getting therapy!

Activities in Video:

 Swinging while throwing beanbags (vestibular + visual motor)

 Climbing through obstacle course (proprioceptive + motor planning)
 Play-dough work (tactile desensitization + fine motor)
 Brushing protocol (tactile system regulation)

🤝 TEACHER-OT COLLABORATION

What Teachers Should Ask OT:

1. "What sensory systems does this child struggle with?"

2. "What activities can I do in classroom?"
3. "What signs mean the child needs a break?"
4. "How can I help during meltdowns?"
5. "What equipment do we need?"
6. "How do I collect data on sensory behaviors?"
What OT Provides Teachers:

 Written sensory diet with pictures

 Demonstration of techniques
 Classroom observation and suggestions
 Materials and equipment recommendations
 Crisis de-escalation strategies
 Progress monitoring tools

📋 SAMPLE COLLABORATION PLAN:

Child: Emma (tactile over-responsive)

OT Provides:

 Brushing protocol training

 Recommended fidget tools
 Gradual exposure plan for messy activities
 Social story about touch

Teacher Implements:

 Brushing 3x daily
 Fidgets available always
 Alternative art materials
 Reads social story weekly

Both Monitor:

 Participation in messy activities

 Tolerance for light touch
 Peer interactions
 Overall anxiety levels

Monthly Review: Adjust plan based on progress

Slide 12: Sensory Activities for the Classroom

Fun, Therapeutic, and Educational!

🎨 30 SENSORY ACTIVITIES FOR AGES 3-6

TACTILE ACTIVITIES:

1. Sensory Bins
o Rice, beans, water beads, sand
o Hide objects to find
o Use tools (scoops, tongs)
 2. Play Dough Creations
o Make shapes, animals, letters
o Add scents (vanilla, peppermint)
o Press objects into dough
3. Shaving Cream Fun
o Finger painting with shaving cream
o Make shapes and letters
o Less messy than paint!
4. Textured Art
o Collages with various materials
o Sandpaper, fabric, bubble wrap
o Gluing provides resistance
5. Water Play
o Pour, splash, squeeze
o Warm/cold temperature exploration
o Bubbles for visual + tactile

VESTIBULAR ACTIVITIES: 6. Swinging

 Forward/backward (calming)
 Side-to-side (alerting)
 Spinning (intense input)

7. Rocking
o Rocking chair
o Therapy ball
o Boat pose on floor
8. Rolling
o Down ramps
o Inside tubes
o Across floor in blanket
9. Spinning
o Sit-n-spin toys
o Office chair spinning
o Spinning in circles
10. Balance Activities
o Balance beam walking
o Standing on one foot
o Yoga poses

PROPRIOCEPTIVE ACTIVITIES: 11. Animal Walks - Bear walk (hands and feet) -
Crab walk (backward) - Frog jumps - Penguin waddle

12. Pushing Activities

o Push against walls
o Push loaded cart
o Push friends on swing
13. Pulling Activities
o Pull rope
 o Pull wagon
o Tug-of-war
14. Carrying
o Heavy books
o Water containers
o Weighted backpacks
15. Squeezing
o Stress balls
o Clothespins
o Play dough

AUDITORY ACTIVITIES: 16. Music and Movement - Dance to different tempos -

Freeze dance - Musical instruments

17. Listening Games

o Identify sounds (eyes closed)
o Follow sound directions
o Loud/quiet discrimination
18. Rhythm Activities
o Clapping patterns
o Drumming
o Marching to beat

VISUAL ACTIVITIES: 19. Visual Tracking - Follow moving objects - Bubble popping -
Ball rolling

20. Visual Discrimination

o I-Spy games
o Matching games
o Sorting by color/shape

ORAL MOTOR ACTIVITIES: 21. Blowing Activities - Bubbles - Whistles - Blow cotton
balls across table

22. Chewy Foods

o Fruit leather
o Granola bars
o Bagels
o Chewy candy (supervised)
23. Crunchy Foods
o Carrots
o Apples
o Pretzels
o Crackers
24. Straw Drinking
o Thick smoothies
o Water
o Juice boxes
25. Licking Games
 o Peanut butter off spoon
o Lollipops
o Popsicles

MULTI-SENSORY INTEGRATION: 26. Obstacle Courses - Combines multiple systems

- Crawling, jumping, balancing - Adjust difficulty as needed

27. Yoga for Kids

o Body awareness
o Breathing regulation
o Calming effect
28. Cooking Activities
o Measuring, mixing, pouring
o Temperature sensing
o Taste and smell
29. Gardening
o Digging (proprioceptive)
o Touching dirt (tactile)
o Smelling flowers (olfactory)
30. Scavenger Hunts
o Visual searching
o Movement around space
o Following directions

🎯 IMPLEMENTATION TIPS:

 Start with child's preferences

 10-15 minutes per activity
 Offer choices
 Never force participation
 Observe child's reactions
 Adjust intensity as needed

Slide 13: Creating Sensory-Friendly Environments

Design Spaces That Support ALL Learners

🏫 WHOLE CLASSROOM MODIFICATIONS

LIGHTING:

 Turn off some fluorescent lights

 Use lamps with soft bulbs
 Natural light when possible
 Dimmer switches
 Reduce glare on screens
 Avoid flickering lights
SOUND:

 Carpet or rugs to absorb noise

 Tennis balls on chair legs
 Quiet voice expectations
 Headphone options always available
 White noise machine for background
 Visual "noise level" indicators

VISUAL:

 Reduce clutter on walls

 Organize materials clearly
 Use neutral colors predominantly
 Designated spaces for activities
 Clear visual boundaries
 Minimize visual distractions

SEATING:

 Multiple seating options

o Therapy balls
o Wobble cushions
o Floor cushions
o Standing desks
o Traditional chairs
 Child chooses what works for them
 Can change throughout day

SPACE:

 Clear pathways (no obstacles)

 Defined areas for activities
 Calm corner for regulation
 Movement area for breaks
 Private spaces available

🎨 ACTIVITY: "Before and After Classroom Makeover"

Scenario: You inherit a classroom that's sensory NIGHTMARE

BEFORE Issues:

 Bright fluorescent lights buzzing

 Blank white walls (sensory seeking children overstimulated)
 Cluttered materials everywhere
 No quiet spaces
 Hard tile floors (loud echoes)
 All chairs and desks (no movement options)
Your Mission: Redesign this classroom on $200 budget

What Would You Change First? (Use breakout rooms to brainstorm - 10 minutes)

Sample Solutions:

1. Lighting ($30)
o Buy 3 floor lamps
o Turn off overhead lights
o Position lamps strategically
2. Sound Reduction ($40)
o Large rug for carpet area
o Tennis balls for all chair legs
o Fabric wall hangings
3. Calm Corner ($50)
o Bean bag chair
o Basket of fidgets
o Visual calming strategies poster
o Timer
4. Flexible Seating ($60)
o 2 therapy balls
o 3 wobble cushions
o Floor pillows
5. Organization ($20)
o Clear bins for materials
o Picture labels
o Minimize wall clutter

TOTAL: $200 - Dramatic Improvement!

Slide 14: Working with Families on Sensory Issues

Home-School Partnership for Success

Common Family Struggles:

 Bedtime battles
 Mealtime difficulties
 Bathing resistance
 Clothing wars
 Public meltdowns
 Not understanding WHY child acts this way

🏠 FAMILY EDUCATION TOOLKIT

What Families Need to Know:

1. It's NOT Bad Behavior "Your child's brain processes sensory information differently.
They're not trying to be difficult - they're truly overwhelmed/under-stimulated."

2. It CAN Get Better "With the right strategies and support, sensory challenges can be
managed. Progress takes time but happens!"

3. Consistency is Key "Using sensory strategies at home AND school creates best results.
Let's work together!"

📋 HOME SENSORY STRATEGIES HANDOUT

Morning Routine:

 Heavy work before school (carry backpack, push grocery cart)

 Crunchy breakfast (granola, toast)
 Movement (jumping jacks, animal walks)
 Predictable routine (visual schedule)

After School:

 Immediate movement break

 Quiet time if needed
 Heavy work (helping with chores)
 Sensory bin play

Bedtime Routine:

 Calming activities (bath, books)

 Deep pressure (tight blankets, hugs)
 Dimmed lights
 White noise machine
 Consistent timing

Mealtime Support:

 Crunchy/chewy foods included

 Tolerate some food preferences
 Reduce distractions (TV off)
 Offer choices within limits
 Celebrate any trying new foods

🎥 VIDEO FOR FAMILIES: "A Day with Sensory Processing Disorder" Share this
powerful 3-minute video showing child's perspective

Video shows:

 What sensory overload feels like

 How sensory seeking looks to others vs. feels to child
 Why behaviors happen
 How families can help
  Hope and practical strategies

Parent Testimonial: "Before I understood sensory processing, I thought my child was just
difficult. Now I see how hard he's working just to get through the day. These strategies
changed our life!"

Slide 15: Putting It All Together

Your Sensory Integration Action Plan

🎯 COMPREHENSIVE CHECKLIST FOR SUCCESS

ASSESSMENT (Week 1-2):

 Observe each child's sensory behaviors

 Complete sensory profile checklist
 Identify seekers vs. avoiders
 Note specific triggers
 Document patterns (time of day, activities)

PLANNING (Week 3):

 Develop individualized sensory diets

 Create classroom sensory supports
 Gather necessary equipment
 Design schedule with breaks
 Prepare visual supports

IMPLEMENTATION (Week 4+):

 Introduce sensory strategies gradually

 Teach children to recognize their needs
 Provide choice and control
 Collect data on effectiveness
 Adjust strategies as needed

COLLABORATION:

 Communicate with families

 Consult with OT regularly
 Train all staff on strategies
 Share successes with team
 Problem-solve challenges together

🎊 CELEBRATION OF LEARNING!

Key Takeaways:
 1. ✅ Sensory processing affects EVERYTHING
2. ✅ Behavior is communication about sensory needs
3. ✅ Small accommodations = BIG differences
4. ✅ Every child's sensory profile is unique
5. ✅ Patience and understanding are essential

📚 RECOMMENDED RESOURCES:

Books:

 "The Out-of-Sync Child" by Carol Kranowitz

 "Raising a Sensory Smart Child" by Lindsey Biel
 "No Longer a Secret" by Doreit Bialer

Websites:

 SPD Foundation ([Link])

 The OT Toolbox ([Link])
 Sensory Processing 101 ([Link])

Apps:

 Zones of Regulation
 Sensory App House apps
 Breathing apps for regulation

Equipment Suppliers:

 Fun and Function

 Therapy Shoppe
 Amazon (sensory tools section)

🎈 FINAL ACTIVITY: "Commitment Cards"

Write down 3 sensory strategies you'll implement THIS WEEK:

1.

2.

3.

Share in chat - let's hold each other accountable!

Remember: You now have superpowers to understand and support children's sensory needs.
Use them wisely and with compassion! 💪✨
Thank you for completing Module 27! You're now equipped to create sensory-friendly,
inclusive environments where ALL children can thrive! 🌟