What Are Some Strategies That Can Address Sensory Issues in the Classroom?

Lisa Andresen
Saint Marys University of Minnesota
Schools of Graduate and Professional Programs
Portfolio Entry for Wisconsin Teachers Standards Three and Five
EDUW 694 Classroom Environment
Catherine Anderson
June 15, 2014

Selected Wisconsin Teacher Standard Descriptors

Wisconsin Teacher Standard (WTS) 3: Teachers understand that children learn differently.
The teacher understands how students differ in their approaches to learning and the barriers that
impede learning and can adapt instruction to meet the diverse needs of pupils, including those
with disabilities and exceptionalities
Knowledge. The teacher understands and can identify differences in approaches to
learning and performance, including different learning styles, multiple intelligences, and
performance modes, and can design instruction that helps use students' strengths as the basis for
growth.
Dispositions. The teacher appreciates and values human diversity, shows respect for
students varied talents and perspectives, and is committed to the pursuit of individually
configured excellence.
Performances. The teacher creates a learning community in which individual
differences are respected.
Wisconsin Teacher Standard (WTS) 5: Teachers know how to manage a classroom.
The teacher uses an understanding of individual and group motivation and behavior to create a
learning environment that encourages positive social interaction, active engagement in learning,
and self-motivation.
Knowledge. The teacher recognizes factors and situations that are likely to promote or
diminish intrinsic motivation, and knows how to help students become self-motivated.

Dispositions. The teacher is committed to the continuous development of individual

students' abilities and considers how different motivational strategies are likely to encourage this
development for each student.
Performances. The teacher analyzes the classroom environment and makes decisions
and adjustments to enhance social relationships, student motivation and engagement, and
productive work.

Danielson Domains
Domain 1: Planning and Preparation
Component 1b: Demonstrating Knowledge of Students
Domain 2: The Classroom Environment
Component 2a: Creating an Environment of Respect and Rapport
Component 2e: Organizing Physical Space
Domain 3: Instruction
Component 3a: Communicating Clearly and Accurately

Pre-Assessment
Self-Reflection Assessment of Classroom Environment Related to WTS 3 & 5
Last fall, my classroom initially was the traditional overhead florescent lights, desks with
hard chairs, white walled environment many teachers find themselves presented with.
Danielsons Domain 1, 1b addresses Demonstrating Knowledge of Students with Special Needs.
As a special education teacher I knew most, if not all, of my students would have sensory issues
which would have a negative impact on their learning if left unaddressed. I brought in
alternative seating, replaced most of the desks with tables and turned off the overhead lights.
Several large maps and a few math posters joined the alphabet strip on the walls; not a great deal
of clutter on the walls, yet useful tools for daily work. Floor and table lamps with LED and
incandescent bulbs have replaced the use of the overhead lights, except on the cloudiest days.
Danielson addresses the supervision of paraprofessional in Domain 2, 2e. My para, who
does not understand sensory consideration, struggled significantly with the lighting change. She
would enter the room and would flip the switch because she needed them. After several
conversations with her, she has improved her understanding of sensory needs. Danielsons
Domain 3, 3a relates to communicating expectations for learning and directions and procedures.
I write a daily agenda on the board so students know what to do. This helps gets the class going
in the correct direction first thing in the morning.
After several weeks of school, students completed their first STAR Math and Reading
assessments. By this point, I was getting to know my students, realized several had anxiety
issues and anticipated they may need gum or mints for testing. Talking out, not being able to sit
still, lack of focus, and noise distractions all play a role in being able to test to their best abilities.
By presenting my students with the physical environmental tools they need, within an organized,

safe, and accessible space (Danielson Domain 2, 2e) I have begun to address their sensory needs.
Dylan, a sixth grade student, selected headphones, a cushioned chair and gum to take his STAR
Reading test. His previous testing had been completed with traditional seating and tolerating
whatever quiet noise occurred. His score on September 17, 2013 was 169, with a test length of
nine minutes and 13 seconds. His score today was 569, with a test length of 25 minutes and 57
seconds. He increased his reading score 400 points, over three grade level equivalencies. I
partially attribute his increased score to being able to relax and take his test in an atmosphere he
is both physically and psychologically comfortable.
When a person walks into my room now they hear streaming music via Pandora, see a
mint jar on the counter, and observe students utilizing a variety of seating options. On the
cupboard is posted a general daily schedule, individual student schedules, and the paras
schedule. Natural light and other non-fluorescent lighting illuminate the work areas. Table
carrels may be in use as well as sound deadening earmuffs to aid in student focus. When the
weather is nice the windows are open to being in fresh air. The room is organized, inviting, and
color coordinated.
Danielsons Domain 2, 2a relates to creating an environment of respect and rapport.
For this reason, the walls have few items on them, so as not to be distracting. As much as I
would like to have more visual stimulation in the form of posters in my room, I realize that my
students do not need the extra. Several of my students are on the autism spectrum and need
minimal visual stimuli. It is also out of respect for my students that any reprimand conversations
are held in the hallway, where other students cannot overhear what is discussed.
At a garage sale this weekend I saw a wooden, hexagon, stand pub table. I knew
immediately what I would do with it, purchased it, and took it to my father for a remake. It is

large enough for 3-6 students to work at while standing and has a storage area as well as a foot
rest. The new table will be the ideal addition to my classroom for the students who like to stand
while they work. I will decide which piece of furniture will need to be removed from the room
to make space for the new desk as well as decide if I should provide a couple stools to use at the
new table, once I have it repaired and placed in the room.
Essential Question to Guide Learning Process and Growth
I now have to ask myself the essential question: What Are Some Strategies That Can
Address Sensory Issues in the Classroom? Sensory processing or sensory integration is a term
that refers to the way the nervous system receives messages from the senses and turns them into
appropriate motor and behavioral responses. Students behave for specific reasons, with sensory
processing issues often at the root of behavioral issues.
Synthesis of Research
It is estimated that 1 in 20 children suffers from some form of significant sensory
processing issue. This can be a wide variety of problems including oversensitivity to lights,
odors, noises, touch, balance, and taste. In children who are gifted and those with ADHD,
Autism, and Fragile X syndrome, the prevalence of SPD is much higher than in the general
population. Symptoms of Sensory Processing Disorder or SPD, occur within a broad
spectrum of severity. (Sensory Processing Disorder, nd) Most people have occasional
difficulties processing sensory information, but for individuals with SPD, these difficulties
are chronic, and disrupt everyday life. Sensory Processing Disorder is most commonly
diagnosed in children, but people who reach adulthood without treatment also experience
symptoms and continue to be affected by their

inability to accurately and appropriately interpret sensory messages. (SPD)

Many students display behaviors related to sensory processing disorders, yet adults do
not modify the environment to accommodate for their sensory regulation difficulties. I teach
students who are on the autism spectrum, have ADHD, who have learning disabilities or a
combination of these conditions. Many of them have sensory issues as well. Examples include:
intolerance to noise, unable to focus unless they have a table carrel, and a need to chew while
they work. Research is yet unable to pinpoint the causes for most sensory dysregulations, yet as
with any developmental and/or behavioral disorder, the causes of SPD are likely to be the result
of factors that are both genetic and environmental. (Sensory Processing Disorder, n.d.)
In order to address the sensory issues my students exhibit, I modified the physical
environment to offer the best sensory options based on five of the eight sensory systems, as
noted in research by the Sensory Processing Disorder Foundation.
1. Gustatory (taste): Cinnamon, spearmint, peppermint and sour candies are offered to all
students. Gustatory seekers are constantly in search of oral input, seeking out sweet, spicy, or
sour flavors. They often eat during times they need to focus, as it provides them with the
organizing sensations they crave to better facilitate a longer attention span. (SPD) According to
examine.com peppermint has muscle relaxing properties in the stomach and intestinal tract, and
internal usage of peppermint appears to be able to speed up the early phase of digestion in the
stomach. Chinese Herb Healing states Oral mint products can excite gustatory and olfactory
nerves. It burns and stimulates the mouth mucosa, which promotes saliva, enhances the appetite,
increases blood in gastric mucosa, and improves digestive function.

2. Olfactory (smell): Students are asked to refrain from wearing cologne. Spacing
between students helps to eliminates potential issues with odors related to bad hygiene. This is
important for students, as smells are distractions and can trigger physical reactions, both positive
and negative.
3. Tactile: Tactile discrimination allows an individual to know where they are being
touched, how firmly they are being touched, and what they are touching if they are the one
touching. (SPD) Children and adults who are affected by SPD can often benefit from deep
pressure input given by weight or pressure on the body. (Hoffman, 2011)
Fidgets are small toys a student can hold in their hand, and help students increase focus
and attention. Good fidgets should have a combination of an interesting tactile composition,
pliability, and some movement opportunities for the hands and fingers. Weighted objects (vests,
lap pads, stuff animals), and hand fidgets are provided for students to use as needed. Oral motor
issues are addressed with the use of chew toys and gum. These work well to help students calm
or refocus. Chewing can be both calming and help with focus. Chewable pencil toppers assist
work productivity, focus and concentration and adapt into environments where chewing gum is
not allowed. Flexible seating and self-selected spots allow students a variety of choices. Students
may select from chairs and exercise balls to use at either desks or tables. They may lay or sit on
the rug with pillows or on the black lounger. Individual placement of students can be monitored
and student spots modified to adjust for sensory stimuli as well as talking opportunities with
peers.
4. Visual: Lighting has a powerful impact on learning. Many students, especially those
with autism, have light sensitivities. Proper lighting can sooth, calm, energize or even inspire
students. Improper lighting can distract students, cause tension, be annoying and create physical

pain such as migraines. Fluorescent lighting, the most common lighting used in classrooms,
can affect learning, behavior and the comfort level of your students. Some students are most
distracted by the sound of fluorescents. In these cases, the student may want to use earplugs or be
moved away from the source of the noise. (Kluth, 2010). Other students are distracted by the
flickering of the fluorescents, which can cause eye strain and even migraines. Natural light is
best when possible, and cost effective as well. Research has suggested that all students perform
better with natural light.(Kluth,2010) During testing only floor and table lamps, no overheard
fluorescents, are used and the blinds are opened to provide as much natural light as possible.
Table top study carrels limit outside visual stimuli and provide a specific place for concentrated
study. They minimize the distractions of various other classroom activities. Visual reminders of
expectations are posted on the board.
5. Auditory: No talking is allowed during the weekly STAR Reading test. Testing days
and times are scheduled between the excessively noisy guidance classes next door. Students have
a choice of three types sound deadening earmuffs to choose from. No one can easily
underestimate that music is one of the most prominent relaxing activities. (Krikeli, nd) I utilize
streaming music, via Pandora, during the entire work day. Some students have vocalized their
need to have some sound, that it is too quiet without some noise. Music fills this void without
added unnecessary distractions to other students.
Professional Implications of Research
I have only addressed some of the senses in my classroom. I would like to be able to
address even more sensory issues, but in order to do so I will need to do more research. On-line
resources such as http://www.hope.edu/academic/education/wessman/unit5/19senses.htm

provide basic information on the 19 senses, but getting a copy of the book Deciphering Your
Senses, by Robert Rivlin and Karen Gravelle would provide me with even greater insight.
In order to continue to improve how I work with students with sensory issues I joined
SimplyK12, an on-line educator site with webinars on a wide variety of issues. I am registered to
attend three Ed-Camps over the summer and am hopeful there will be break-out groups on
sensory accommodations. In order to continue learning and adding technological sensory inputs
for my students I receive notifications, webinars and weekly postings from various on-line
educational sources, including e-School News, LD-Online, Education Week, and The Center for
Effective Learning.
Research-based Action Plan
Action Plan
I am very comfortable with the sensory options I currently offer my students. I
understand what I do and why I do it. I know which students benefit from which interventions.
However, most of my students parents have little contact with me, several do not even attend
their childrens annual I.E.P. meetings. Of my thirteen students last year I met the parents for
only eight of them. Parental involvement is low in general. Getting these parents to understand
how vital sensory integration is in the classroom may be a challenge for me. I am considering
creating a monthly classroom newsletter; this would include work by the students and
information from me on a variety of topics. One section could be an on-going sensory column. A
student would select a sensory intervention they use (Artifacts C-G), explain why and how they
utilize it and I could validate the intervention with a valid source.
A huge array of offerings in the form of resources is available to continue learning and
keeping up to date on trends in sensory integration. On her blog, goldenreflectionsblog.com,

occupational therapist Heather Greutman, offers training, links and lists of resources for
individuals working with children with processing disorders. Therapy Works L. L. C. offers a
two-day course entitled Is It Sensory or Is It Behavior (http://www.therapyworksct.com). This
may be a beneficial course for me to take and use in conjunction with the book of the same
name. I have also joined http://www.weareteachers.com/, a free on-line group to share resources
and information using blogs, watcasts and free materials. More recently I have taken a paid
membership in SimpleK-12. Membership allows me access to thousands of archived webinars
and future live presentations, as well as a wealth of resources.
Knowing where to gain access to resources helps to strengthen my weak areas as well as
further build upon my areas of strength. This summer I am registered for three EdCamps and
seven webinars on SimpleK-12. Many of these learning opportunities will offer Google,
Chromebook and I-Pad trainings. With my students all 1:1 with on-line technology, I should be
able to personalize lists of sensory based apps to introduce my students to this fall. I ordered
specialized yoga ball chairs for my classroom as well as specific chew pencil toppers for my
student who has pica. My standing pub table is refinished and ready to be used, new headsets are
purchased and I have a list of suggested books to read. If I select one area at a time to focus on
making classroom improvements, I should make progress each week toward creating a
classroom environment in which sensory integration is the norm, not the exception.
Anticipated Implementation
I created business cards (Artifact A) with my school contact information. I will encourage
my students to put this card on their refrigerator so parents have my contact information close at
hand.

Artifact B is for students to fill out to help them learn to identify their own individual
sensory needs. I will have students complete this each quarter then document in their files what
they prefer. Students can then chart their sensory needs and changes over time as they grow and
develop new habits. They will become advocates for their sensory diets.
Artifacts C-E show groupings of various tools I currently have in my classroom for
students to use. Students usually ask before they use items, because there is only one of each and
several students usually want to use them. This year I have fewer students and more offerings, so
I am hopeful that students will begin to consider what others may needs and try new options to
meet their own needs.
Anticipated Outcomes
It is my belief, that as my students become more aware of their own sensory needs, they
will learn to select tools within the classroom to meet those needs. By providing the items shown
on Artifact C-G and being aware of needs in auditory and gustatory areas, as well as adding
activities as I learn, students should be able to self-select what they need to meet their sensory
needs as they arise.
As I continue to become involved in learning communities, read and investigate the
nineteen senses I should be able to offer my students new and perhaps more effective options for
sensory tools within my classroom.
Post-Assessment: Reflection
What Worked (or anticipated what will work) and Why?
1. I anticipate that any hands on activities involving technology will have a level of success
simply because my students love technology. Any opportunity I provide for my students to work

on their Chromebooks, Netbooks, I-Pads or desktop have some level of success. When I
reintroduce ideas they have been able to progress to the next level quickly.
2. I believe my students will take my business cards home and probably put them on their
refrigerators. This will be easy access for the parents who do have contact with school.
3. Creating individual sensory cards based off of Artifact A, will be invaluable if I am absent
on testing days. The sub will simply need to pull their cards to see where they would sit, what
type of seating, who they should not sit next to, what type of fidget and gum them prefer, etc.
What Did Not Work (or anticipated what will not work) and Why?
1. Based on the current low parental involvement with my students, I anticipate
approximately one-half would read an on-line classroom website. However, it would be a useful
tool to demonstrate technology skills, so it would not be a waste of time.
2. I anticipate that I will need to provide a few stools for the standing table (Artifact F). I
do not have any at this time, but I foresee students using this table, but wanting to sit periodically
while using it.
Insights Learned from the Action Plan, as it relates to the course content, presentations and
exercises
Eric Jensen discusses the sensory roles of sight, touch, taste, smell and acoustics in
chapters eight through11. (Jensen, 2008) Knowing that brain research supports the sensory
movements encourages me to continue to learn more on all nineteen senses to more fully meet
the needs of my students.
By keeping in mind the sensory needs of my students I am following Danielsons
Domain 2, 2a which relates to creating an environment of respect and rapport. By respecting
the sensory needs of my students I create an environment in which they are better able to

function and learn. My goal of helping my students learn to identify, and then fulfill their own
sensory needs, opens doors of discussion on various sensory related topics.
My Next Steps
1. My business cards have been shipped, and I will place one in each of my welcome letters
that I will send out to my students the week before school begins.
2. Over summer I plan to formalize each of the individualized testing plans so I can place
them in my student files. This information will provide useful input when planning next years
IEPs.
3. My CESA has been granted a grant to train and pay for the testing to help fifteen teachers
become certified Google Educators. When I received the e-mail from my principal I went
directly to the website, completed and submitted the application to be considered for one of the
spots. This would be very helpful to me, as one of the specific training areas is setting up a
classroom website.
4. I will have each student complete the What Helps Me Focus-What is a Distraction to Me
form (Artifact A).
5. The pub table will be placed in the classroom for students to use for a standing work area.

Bibliography
Hoffman, S. (2011, January 31). Benefits of Weighted Products for Managing Sensory
Processing Disorder . Retrieved May 24, 2014, from http://occupational
therapy.advanceweb.com/archives/article-archives/ benefits-of-weighted-products-formanaging-sensory-processing- disorder.aspx
Jensen, E. (2008). Brain-Based Learning: The New Paradigm of Teaching (2nd Ed. ed.).
Thousand Oaks:Corwin Press.
Krikeli, V., & Klavdianou, N. Communication Improvement Through Music: The Case of
Children With Developmental Disabilities . International Journal of Special Education,
25, 1- 9.
Kluth, P. (2010). "Your'e Going to Love This Kid!" Teaching Students with Autism in the
Inclusive Classroom (second ed.). Baltimore: Paul H. Brookes.
Sensory Processing Disorder. (n.d.). Arizona Natural Health Center. Retrieved May 24, 2014,
from http://www.aznaturalhealth.com/health-topics/pediatrics/sensory-processing-disorder/
Sensory Processing Disorder Explained | SPD Foundation. (n.d.). Sensory Processing Disorder
Explained | SPD Foundation. Retrieved May 24, 2014, from
http://www.spdfoundation.net/about-sensory-processing-disorder.html
SPD Life. (n.d.). - Adult Sensory Processing Disorder Support Center. Retrieved May 24, 2014,
from http://spdlife.org/index.html
What is SPD?. (n.d.). Star Center SPD. Retrieved May 19, 2014, from
http://spdstar.org/what-is-spd/

Artifact A

Artifact B
Name:_______________________________________________
Date:________________________________________________

What Helps Me Focus During Testing

What is a Distraction to Me During Testing

Artifact C

Weighted lap pad

15 lb. weighted dog

5 lb. weighted frog

Artifact D
Seating options:

Nylon chair
Green Corduroy Chair

Grey desk chair

Floor Chair Cushion

Yoga Balls
Padded Bench and floor pillows

Artifact E
Lighting Options: ceiling fluorescents, floor and table lamps

Artifact F
Traditional Tables and Chairs:

Lap Tables

Artifact G