Dealing with sensory processing in primary education (part 3)

In part 2, Monique already indicated that it is important for the teacher to explain to the pupil who suffers from under- or overstimulation why the teacher is intervening. Now she adds something else: “Evaluation with the pupil is also important. For example: I see that, after using the strategy, you were able to complete more sums in the same amount of time. We can use that strategy more often. In this way, you help the pupil become aware of their behaviour – zoning out or becoming irritated – and one of its possible causes, under- or overstimulation.” She offers another pedagogical tip: “Tell pupils that you sometimes zone out or become irritated yourself, and that there are other pupils who experience this too. This normalises it and prevents a pupil from seeing a strategy as a punishment or from feeling ‘strange’. Moreover, you give the pupil options.” This also benefits the teacher: “If a pupil is aware and has options, it takes pressure off the teacher.” A good way for teachers to take sensory processing into account is to provide fidget materials, such as a piece of string. “This works for both under- and overstimulation. Moreover, it is not disruptive.”

Daily schedule

As a teacher, you can also take sensory processing into account by paying close attention to the daily schedule. “For example, it is best to schedule a lesson that requires a great deal of focus after physical education. You know that everyone is awake and alert because they have been moving around a lot.” Monique also mentions a routine that works less well: “After playing outside, teachers have pupils eat, drink and listen to a story. That is a shame. The alertness that has been built up is then not put to use.”

Taking sensory processing into account requires a tailored approach. “If there is an activity involving a lot of stimuli, you can suggest to children who suffer from overstimulation that, for example, they listen to music through earbuds during that part.” Monique does not favour using hearing protection too much. She explains why: “If you remove auditory signals, the nervous system may begin to experience a deficit, meaning it can no longer assess whether the environment is safe. The nervous system’s solution is then to become more sensitive to the stimulus. That is why listening to music is better. It reduces the experience of environmental stimuli without removing all stimuli. When working in groups, you can move certain groups to a quieter environment, such as a library.”

You can take sensory processing into account not only in the way you teach. Small practical adjustments often produce results quickly too. More about this in part 4.

BOX

Tips for teachers on taking sensory processing into account

• Explain to the pupil why you are suggesting a strategy.
• Evaluate the strategy with the pupil.
• Normalise the pupil’s behaviour by saying that they are not the only one who can use certain strategies.
• Pay close attention to the daily schedule.