Helping
the SPD Child in the Classroom
Positioning of seating
can be very important:
If a student is
distracted, or easily overwhelmed by sounds, or unexpected touches, it
calms the child to "have
their own space". This can easily be accomplished by positioning their desk, or the table where they sit,
at the outer edge of the room, or on an end of a row. It is a relief to them to be able to
see what is coming towards them, and not to be bumped constantly or unexpectedly. If
possible, position their seat near a source of direct light, as opposed to fluorescent
lighting, which can hum, flicker, and drive a kid to distraction.
Notice whether
the child has one eye stronger than the other. Position seating on the
left side of the room if
right is stronger and right side of the room if left eye is stronger.
Allow the child to
follow with his finger, or ruler to assist his visual tracking. If the
child
is quickly frustrated,
or overwhelmed by a page full of written material, encourage the use of a piece of paper to cover, or block
out part of the worksheet, or reading page.
Weighted vests, a
stuffed animal, or something heavy in their laps may be comforting
and calming to these
children. Try it.
Movement
breaks:
If your student
does not appear to listen, to concentrate, or wiggles uncomfortably in
their seat, they
probably need a movement break. This can be accommodated with a
restroom break, cleaning
erasers, sharpening pencils, or carrying items to another room.
Having the class
stand up, and do simple exercises for a couple of minutes may also help
the SPD child,
without drawing any attention to their issues. Take stretch breaks.
Have the whole class do five
chair sit-ups before settling down for seat work. The entire class will be calmer, and more focused.
Allowing the child to have a chew tube on the end of his pencil helps to keep them organized.
Always give straws for drinks. Allow frequent drinks, if requested. A few sips of cool water
may help them feel more alert.
Calming
input:
Fidget items,
small handheld squeezes, or rubber tubing, helps the child provide his
own input, while not
distracting the class. Try to provide a quiet space, a child can go to,
if they feel overwhelmed, or
the noise is bothering them. Be aware that some sounds really may be hurting the child, and take care to speak
softly, and slowly, if you see the child may not be listening, or understanding. Ear plugs,
or simple earphones may help him concentrate when trying to read or study.
If the child is sensitive to touch, do not use light touch, but with a verbal, or visual forewarning, touch more
firmly, instead. Respect their wishes regarding clothing, as certain textures, seams,
collars, or tags may irritate the child.
Allow the child
to walk at the front (as the engine) or the back (as the caboose) of the
line. Crammed in beside
other children may be just too uncomfortable, and may cause a fight or flight response. The children
who are tactile defensive are unable to control the autonomic response that triggers a severe
reaction to what the brain perceives as a threat. Unexpected touching, and bumping
by other children can and frequently does, trigger that response. They cannot help
it, but this response can be averted with thoughtful positioning of seating, and
walking in line.
Some children may
need to sit crosswise, or frequently reposition themselves to be
comfortable, and
alert. Allow some movement, instead of a policy of “sit and
stay”. These children really
may not be able to sit comfortably for more than a few minutes, and absolutely nothing will be accomplished
by trying to force a child to do something he cannot do, except frustration for the
teacher and the child.
Outdoor
play:
Sports may be
difficult for these children. They may not have the coordination, muscle
strength, motor planning
ability, or visual spatial awareness to be able to perform well. Try to provide play activities where the
student will have a reasonable expectation of success. Never, ever refuse a child recess, due to
their seeming “misbehavior”. Recess is just what they need to provide their bodies with
enough stimulation to be able to settle down when they come back to their seats.
CAUTION! Refusing
an SPD child their much-needed recess time, may well result in a
MELTDOWN. If you see undesirable behaviors such as self-stimulation, aggression, over
excitability, or even lethargy, the best way to help these children become relaxed, alert and
focused is to add sensory input.
Notice whether
the child is participating during recess. Are they standing alone?
Reluctant to swing, or
slide? Often, these children may need someone to encourage them to try playground equipment that is frightening
to them, or they may need help to stay on. Ask for an assistant, or buddy if needed, to
play with and engage the child.
Remember… when these
children get enough of the sensory input they need, they are calm, alert, happy, and able to learn.
When they do not...they are miserable. And so are you!
©Michelle
Morris 7/03
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