Increase activities meeting the child’s sensory needs in the day e.g. with regular movement breaks, sensory play activities/circuits, use of a beanbag or specific chair, weighted blanket or pop up tent.
Sensory Processing Differences Support Padlet.
Consider providing a small calm, quiet space, e.g. a small pop up tent or room with reduced noise and lighting.
Consider providing a workstation and/or set up a low stimulation area for targeted small group or individual activities. Use a privacy board on a group table or a personal table with few distractions but informative visual information and support.
If appropriate, complete an initial sensory processing audit: environmental-sensory-checklist.docx.
Increase the child’s tolerance of certain messy play activities slowly e.g. start off with dry sand and slowly add liquid, use a favoured toy in the sand tray etc.
Implement strategies and advice given by professionals, such as Occupational Therapists.
Use of Zones of Regulation to help children identify how they feel in relation to their sensory regulation.
Training to develop staff and parents/carers understanding of sensory needs.
Sensory Processing Differences Support Padlet.
Plan individual and small group activities focusing on sensory play such as resistance activities e.g. pushing heavy play equipment, leaning into a wall, using resistance bands and peer massage.
Increased use of sensory resources, as appropriate, e.g. fidget/chew toys (Chewelry), putty, Therabands, weighted equipment and ear defenders (use of ear defenders for limited periods to reduce impact on language development) etc. Consider adapting unstructured provision in the setting.
Build access to activities which meet the child’s sensory needs into the day. For example timetabled movement breaks or sensory circuits and access to other personalised sensory activities dependent on the outcome of the sensory assessments conducted. Children may need sensory input at different points during the day and opportunities for sensory input should not be limited to specific times.
Providing access to small calm, quiet space, e.g. a small pop-up tent, wigwam, black-out tent, or room with low level noise and lighting. Children could access this space when needed.
Providing an item or object for the child to hold during busy transition times to help them to regulate their needs.
If the child struggles with particular sensory materials, build up tolerance in activities slowly e.g. start off with dry resources and slowly add liquid.
Incorporate adaptations for sensory feedback into planning. Include specific activities to provide sensory feedback for the child or young person e.g. lifting and tidying heavy equipment away, putting on a backpack, using a weighted blanket. If they are unwilling to touch specific objects, offer alternatives such as using tools or putting messy materials inside a sealed bag for children to interact with.
Access to sensory integration equipment throughout the day to self-regulate in order to be in the optimum state of alertness and ready to learn. Children could have access to a box of different sensory items in the classroom that they can use to regulate their sensory needs (e.g. fidget toys, different textured fabrics, sunglasses etc).