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Part of your role as a paraeducator is to implement and provide accommodations that are legally required as part of a child’s IEP.
Below you will find a list of accommodations that are related to sensory specific needs.
We also included the rationale behind the accommodation so that you understand why it is necessary.
When learning about your student’s accommodations it is important to ask for a list like this.
Ask for the list of accommodations, the reason why these are important (rationale) and some ideas about what might happen behavior-wise if these accommodations are not given to the child. This will help you ensure your paraeducator practice is on track and abiding by the child’s legally binding IEP.
1. Open Access to Sensory Tools (Headphones, Wiggle Cushion, Weighted Vest, Weighted Lap Pad, Calm Down Jar, Chewy Necklace, or Chewy Snack)
- Rationale: Sensory tools help students self-regulate by providing them with necessary sensory input, calming overstimulation, or helping them focus. For example, headphones can reduce noise sensitivity, and a chewy necklace can meet the need for oral stimulation.
- Behavioral Outcomes if Not Provided: Without access to these tools, students may become overwhelmed or disengaged, leading to behaviors like fidgeting, avoidance, distraction, or outbursts as they struggle to cope with sensory overload.
2. Calm Down or Sensory Corner
- Rationale: A designated space allows students to take breaks, regulate their emotions, and regain control without feeling isolated or punished. This is a proactive measure to prevent behavioral escalation.
- Behavioral Outcomes if Not Provided: Without a calm-down area, students may resort to more extreme behaviors such as outbursts, meltdowns, or withdrawing, as they may feel overwhelmed and lack an outlet for self-regulation.
3. Adding a Theraband to the Bottom of a Chair for a Sensory Seeker to Bounce Their Feet/Legs On
- Rationale: A theraband provides proprioceptive input that helps sensory-seeking students calm down and stay engaged. It allows for movement in a non-disruptive way, which helps them focus.
- Behavioral Outcomes if Not Provided: Without this accommodation, sensory-seeking students may fidget or act out in more disruptive ways to get the sensory input they need, potentially leading to restlessness or distractions in class.
4. Being Flexible with Transitions
- Rationale: Flexible transitions allow students to move in ways that support their sensory regulation and engagement. Physical activity like a “crab walk” helps release energy, making transitions smoother.
- Behavioral Outcomes if Not Provided: If transitions remain rigid, students may become anxious or frustrated by the sudden demand to sit still, leading to resistance, behavioral outbursts, or avoidance behaviors.
5. Allowing Use of a Special Cube Chair or Other Chair for More Support
- Rationale: Specialized seating, such as a cube chair, offers better postural support for students who struggle with seating. It can help improve comfort and focus by providing stability and reducing physical discomfort.
- Behavioral Outcomes if Not Provided: Without proper seating, students might struggle with sitting still or maintaining attention, leading to increased discomfort, restlessness, and possibly disruptive behaviors as they try to adjust or seek relief.
6. Allowing Students to Stand at the Back of Circle Time Instead of Sitting
- Rationale: Allowing students to stand provides flexibility for those who may have difficulty sitting for extended periods. It allows them to stay engaged without feeling constrained by the need to sit still.
- Behavioral Outcomes if Not Provided: If not allowed to stand, students may feel physically uncomfortable or trapped, leading to agitation, distraction, or even refusal to participate in group activities.
7. Allowing an Under-Responsive Child to Sit Close to the Paraeducator or Educator for Auditory and Visual Cues
- Rationale: Proximity to the teacher can provide additional auditory and visual input for children who may be under-responsive to sensory stimuli. This supports better engagement with the class and more immediate feedback.
- Behavioral Outcomes if Not Provided: Without sitting close to the teacher, these students may miss important instructions or cues, leading to confusion, disengagement, or disruptive behavior due to a lack of understanding or missed information.