SENSORY WORLD
Some dilemmas about the use of multi-sensory environments in educational settings
When we are talking about a multi-sensory environment in schools we are mainly referring to the sensory room. Some schools include here sensory paths and other sensory accommodations such as weighted pencils, jackets, and /or vests, sensory fidget toys, and sensory cushions. They are very popular these days in international schools and are mainly used as a quiet and calming space for students with additional sensory needs.
Nevertheless, the common question raised among the teaching staff is what the sensory evidence-based program applies in educational settings and how to implement it in already busy teachers’ schedules.
It is not a secret that some schools tend to use the space for their difficult students. While we understand that the sensory room is a safe and calming space for students with behavioral issues, we need to keep in mind that the sensory experience has a stimulative and corrective purpose. We believe that the multi-sensory environment should be used as “the model UDL strategy”, providing a sensory experience for all students.
The school needs first to adopt the idea that the sensory room is the UDL strategy.
This can be done successfully in schools.
The staff chooses a specific time during the school day allowing students additional sensory stimulation. Some schools have a booking system for their premises including a sensory room which helps the staff to plan and implement the sensory experience as a daily routine.
Sensory paths in sensory hallways or the sensory corners in the classrooms ensure daily practice and exercises necessary to maintain optimal sensory modulation.
It is recommended that a school have a protocol that guides the staff on how to use the equipment. It is wise to design the protocol based on the student’s needs and the school’s practice.
Most learning support specialists recommend small groups and individual sessions. The optimal size of small groups is around five. Individual sessions are available for students with identified sensory disorders and for those seeking a quiet time when overwhelmed in the classroom.
Keep as a golden rule to use a structured approach in the sensory room when you have a group of students!
Independent activities in the sensory room are suggested when students are familiar with the sensory equipment. It comes usually after 10 teaching sessions led by the adult.
Students who require sensory interventions in terms of over/under-responsive sensory processing should be run by the learning support specialist guided by the occupational therapist. The optimal time varies based on the age of students and identified needs.
For younger students (EC2, G1, and G2) optimal time is 30 minutes daily. For students in higher grades (G3-G5) the optimal time is 20 minutes and can be extended up to 30 minutes. The duration and the sensory program for students with the identified sensory disorder are clarified in the Individual Educational Program (IEP).
Finally, keep in mind that the students need to be under supervision from an adult at all times. Make sure that the room is maintained and cleaned daily.
Dr. Vasojevic