Sensory Processing in the Classroom – One teacher’s reflection

Becky’s previous experiences with sensory processing

To start the interview, I asked Becky what her experiences with sensory processing were before the training.  Becky had spent twenty years in mainstream schools before moving to the specialist provision three years ago.  She reported that she had used to following sensory strategies with her learners previously.

• I had used messy play with many learners.
• A sensory food group was something I had seen before.
• I’ve seen sensory chew toys.
• I have used a yoga ball before.

Most readers will be able to relate to these experiences.  Becky commented that following the training she now understands why the strategies should be used.  She has a better understanding of the purpose of sensory strategies and also when sensory strategies might not be what a learner needs.

All children have sensory needs

During the training, Becky realised that all of the children in her class have sensory needs.  She had always been aware of obvious externalised expressions like sensory seeking and meltdowns.  However, the training has helped her to identify needs, like shutdown, which are less obvious because they are internalised.  She feels she is now able to consider the whole spectrum of sensory processing, rather than just behaviours which are externalised.

“The training has helped me to identify sensory needs more accurately.  I can consider what sensations might be triggering behaviours.  I’m now aware that some sensory behaviours might be covering up or supporting other sensory needs.  The training has helped me to understand the differences between sensory sensitivity, slow and seeking.  This has enhanced my ability to put the right supports in place for the learners in my class”

Three most valuable lessons

Next, I asked Becky was ‘What were three most valuable things you learnt during training?’  These were her responses.

Applying information from the training

Becky and I spoke about a 6 ½ year old autistic boy James* who is in her class.  James is non-verbal but uses gestures and symbols to communicate some wants and needs.  When he first started at school, his balance was poor, he couldn’t walk up steps and he wasn’t feeding himself independently.  He also had a piece of fabric that he would carry around.

Licking and touching

James touches and licks everything.  This includes people, toys and other objects.  The training helped Becky to understand that this was likely linked to James’ developmental age rather necessarily being sensory seeking.  Despite being much older, he was using his mouth to help to understand the world, in the same way that an 8-12 month old would.  Becky thought about different temperatures and textures of items that she could offer James.

We also spoke about how James sometimes used licking as a social engagement strategy.  Some of the other children will have big reactions when he licked toys.  Because he loves their reaction, so he will lick the item again.  Becky knows this is social engagement rather than sensory processing.

Sensory responses

At times James will become very noisy, often giggling.  Becky realised that this usually occurred when the classroom itself became louder.  The training helped her to understand that he was using his own noises to drown out the other sounds in the room.  We discussed that is can be hard to balance out the needs of a whole class when they have different sensory needs!  She was planning to include some heavy work activities before noisier classroom activities to see if this would help James to regulate.

Sensory seeking and regulation

One behaviour Becky did not change was James’ spinning.  The training helped her to identify the triggers for James’ spinning.  Usually it occurred when he was excited, or if there was a transition occurring.  His spinning was slow and safe.  And Becky understood that James was using the movement to help with his own regulation and arousal.  She also noticed that sometimes he was playing with the movement too as his balance and coordination was improved.

She also mentioned that James would become loud and excited during snack time.  Sometimes this impacted other children in the classroom who have sensitivities to noise. We discussed that he was probably excited about food coming.  This is an expected reaction and we spoke about using visuals to help James to understand the emotions he was feeling.  Giving James access to sensory strategies, like movement, could help him to regulate his excitement in an appropriate way.

James’ is making great progress

Becky was really excited to see the progress that James made in her class. James was able to work with adults on activities 1:1.   He was making progress with requesting using symbols.  And, he was much more confident and happier in class.

A huge thank you to Becky for speaking with me in 2021.

*Name has been changed to protect confidentiality

Where to Next?

If you want to learn how to support learners with sensory needs in your classroom, you can also join our sensory processing training.  There is a free introduction and if you find this valuable you can join the longer course.  The training is perfect for schools too.

Or if you would like to read more about sensory processing differences I recommend these articles

• What is Sensory Processing Disorder (SPD)?
• Arousal, Attention and Sensory Processing What’s the Links?
• What’s the difference between sensory strategies, sensory diets, sensory processing and sensory integration?
• Auditory Sensitivity: Signs, Causes and How to Help

Photo credits: I-stock images have been used to maintain confidentiality.