In Ms. Harper’s first-grade class, 6-year-old Lily often struggles to sit still during circle time. She frequently taps her feet, wiggles in her seat, or covers her ears when the room gets too noisy. At times, she may even shout out or run to the back of the room when she feels overwhelmed. These actions are often mistaken as disruptive behavior by other students and staff, leading to frustration. However, Lily’s paraeducator, Mr. Collins, understands that these behaviors are a result of her sensory processing needs. He knows that Lily has a heightened sensitivity to noise and motion and that her body seeks sensory input to feel regulated. Mr. Collins is trained in sensory supports and offers Lily tools like a quiet space, noise-canceling headphones, or a fidget toy when she shows signs of distress. By providing these supports, he helps Lily stay calm and engaged, allowing her to focus and participate in class without feeling overwhelmed. Mr. Collins’ knowledge of sensory needs is crucial in preventing misunderstandings and ensuring Lily can succeed in the classroom environment.
Now that you know more about sensory diets… If Mr. Collins was asked these questions by an incoming substitute paraeducator, what might his answers be?
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How can I differentiate between behaviors caused by sensory overload and behaviors that may be a response to other environmental or emotional factors, and what strategies can I use to assess the root cause in real-time?
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In what ways can I collaborate with teachers and other support staff to ensure that Lily’s sensory needs are consistently met throughout the day, and how can I advocate for additional supports if needed?
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How can I monitor the effectiveness of the sensory accommodations I provide for Lily (like noise-canceling headphones or fidget toys), and what adjustments can I make if I notice that these tools are no longer helping or if new sensory needs arise?