Dealing with the myriad of sensory information within the school setting can be very challenging for a student with autism. When a student with autism experiences sensory overload, (s)he may have a behavioral meltdown. One strategy to avoid or help a student recover from a meltdown includes the use of a calming sensory space. On today's Regulation Rendezvous, we have featured the Calming Sensory Space at Virginia Stevenson Elementary in Mad River Local Schools.
ALIST teacher, Emily Ottmar, has worked with her school OT, Denise Campbell, and has consulted with our OTs Lynn and Susan to create a fantastic space for students to feel safe and comfortable while at school. ALIST principal, Cory Miller, supported Emily's efforts and continues to strive to meet the diverse needs of the Stevenson students.
The Calming Sensory Space at Stevenson has minimal alerting sensory input including decreased lighting and noise. Students at Stevenson use the Calming Sensory Space proactively and it is viewed positively and never as punishment or "time out". It can be included in their daily schedule, recommended by an adult, or initiated by the student with permission.
The Calming Sensory Space is divided into 6 separate locations within the room. Upon entering the room, students choose where they want to go using the choice board below. Only one student can be in each space at a time to ensure minimal input and distractions.
Extra materials and shelving is covered to limit visual clutter.
The Calming Sensory Space at Stevenson has minimal alerting sensory input including decreased lighting and noise. Students at Stevenson use the Calming Sensory Space proactively and it is viewed positively and never as punishment or "time out". It can be included in their daily schedule, recommended by an adult, or initiated by the student with permission.
The Calming Sensory Space is divided into 6 separate locations within the room. Upon entering the room, students choose where they want to go using the choice board below. Only one student can be in each space at a time to ensure minimal input and distractions.
Extra materials and shelving is covered to limit visual clutter.
Each location within the Calming Sensory Space has clearly defined expectations and directions on how to clean up. It also provides an inventory of what materials should be in the space. Spaces are divided using shelving, flexible folding mats, or classroom dividers.
Tunnel
The tunnel provides proprioceptive input for students who want to lay on their stomach while looking at a book or completing a puzzle. Students can lay within the tunnel for decreased visual stimuli from the rest of the room.
Peapod Chair
The peapod chair provides proprioceptive input through calming deep pressure as students sit within the pod.
Saucer Chair and Beanbag
These seating alternatives are also proprioceptive options to give students a comfy place to look at books or play with fidgets.
Small Bean Rocker
The bean rocker is great for young students who want to get vestibular input through rocking in this cozy spot.
Large Rocking Chair
Older students can rock in this large rocking chair to get calming linear vestibular input.
Hammock Swing
Students get vestibular input through the hammock swing. Adults monitor the swing to make sure students swing back and forth for calming linear input instead of rotating which can be alerting.
In addition to the Calming Sensory Space, teachers at Stevenson can check out calming items to trial in their classrooms including weighted shoulder and lap pads, vests, fidgets, and seat cushions.
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