School Sensory Rooms

Educators are starting to realize the importance of addressing their students' sensory based needs in order to help them be more successful in the classroom and within the school environment in general.  Not just special educators, but regular education teachers and administrators as well.  Sometimes this is being addressed due to a known sensory processing disorder, but also because educators are recognizing the calming and organizing effects that sensory based activities have on the central nervous system. Without delving into the hows and whys of using sensory based activities, it is becoming more apparent in the school setting that ALL students (and all of us, for that matter) have sensory preferences and respond to sensory information and input from the environment- and we can use this information to influence the central nervous system to help calm, alert and organize students for learning.

One of the schools that I serve in central North Dakota has made addressing their students' sensory needs and their need for movement a priority in their school.  Washburn school has created a sensory room that kids can access with adult supervision and guidance.  They have developed parameters for which kids access the room, and collaborate with additional school staff to help identify individual student needs as applicable.  They have a variety of items in the room to address various sensory areas- tactile, auditory, visual, proprioceptive and vestibular.  New equipment is added as it becomes available.

Crash pad, therapy balls, stationary bike, shelving contains medicine balls, stepping stones,
balance beams, scooter boards, balls, etc.

visual, tactile, auditory, fine motor equipment

The room also has a calm down area for kids who need some time to re group.

All children remove their shoes and wash their hands (and face if needed) before they access items in the room.  Staff maintains the equipment by cleaning it as well.  Each student develops a visual plan of which activities they want to complete by choosing 3 activities (pictures) and then puts them on an activity strip. An adult will help guide choices as needed for maximum input, and also helps students determine the number of repetitions or amount of time for each activity. A timer is set to provide an auditory/visual cue for when it is time to transition back to class.  Shoes are put back on and hands are washed before the kids return to class. Breaks usually take no longer than 10 minutes, but can be longer depending on individual needs. Some kids have sensory breaks regularly scheduled into their day, some access on an as needed basis. 

Other schools are also seeing the benefits of providing sensory or "body breaks" as well:

https://www.cbc.ca/news/canada/saskatoon/body-break-cross-fit-montessori-school-1.4061416?fbclid=IwAR1gI3gZHwAyUz0pvC1JimBbgDZJX7Lj4WueaCoY2yvsOIfcF7qW4yYu9kM

Screen time is increasing, the demands of academics are increasing and skills are expected earlier in school now than sometimes is developmentally appropriate.  Recess time and free play are decreased to meet academic demands... The following links also look at the need for movement and physical activity for kids:

https://mobile.edweek.org/c.jsp?cid=25920011&item=http%3A%2F%2Fapi.edweek.org%2Fv1%2Fblog%2F95%2Findex.html%3Fuuid%3D77019&platform=hootsuite&fbclid=IwAR0NS3G_-1hD7wgph2Wi6J8vdh544djVjs4UV-RgB_fjpZuXb2j6WVZI47c

https://returntonow.net/2016/03/28/kids-spend-less-time-outdoors-than-prisoners/?fbclid=IwAR3m7jYADt3X2eAydwZNRYptS1Jo2Tlw2O7ccxoFpT10v9u1zKxhPSrBk7U