2014-2015
One of my goals in my professional growth this year has been to build a classroom environment and teaching practice that supports various sensory needs in children.
The need for movement and hands on experiences is vital for five year olds. My planning incorporates the need to be moving and exploring, so the children are getting the experiences in multiple modalities of learning. Above that, I have been exploring which sensory experiences are most successful with different children and using this to individualize their learning experiences.
Our room is fidget-friendly...
At the carpet...
We invested in a variety of fidgets which we use during quiet carpet time activities. The fidgets are introduced as learning tools not toys. The rules are that you are welcome to a fidget if you would like one, but that it needs to help you pay attention to the lesson. If it becomes a toy and distract you and your friends from the activity then it goes back in the bucket. You get what the teacher hands you and cannot exchange for a different one. The children all feel they are part of this, but certain types of fidgets are rotated more frequently depending on individual needs. This process lets the children achieve success in an inclusive environment.
We have various sit cushions (air, sand, and coarser bead filling), squash its, foam balls, stess balls, twist strands, weighted animals, squeeze animals etc.
At the tables...
We have a sitting table, and a standing table. The two regular tables are outfitted with theta-bands on the chair legs to allow children to bounce their heels and feet. The children are rotated through the tables according to mixed ability, social needs, and sensory needs. It appears random but children who are more successful at a certain type of table are rotated more frequently to that table.
In the room...
We have blue and white filters on eight of our fluorescent lights. The filters soften the glare and are create a much more soothing ambiance to the room.
We invested in a variety of fidgets which we use during quiet carpet time activities. The fidgets are introduced as learning tools not toys. The rules are that you are welcome to a fidget if you would like one, but that it needs to help you pay attention to the lesson. If it becomes a toy and distract you and your friends from the activity then it goes back in the bucket. You get what the teacher hands you and cannot exchange for a different one. The children all feel they are part of this, but certain types of fidgets are rotated more frequently depending on individual needs. This process lets the children achieve success in an inclusive environment.
We have various sit cushions (air, sand, and coarser bead filling), squash its, foam balls, stess balls, twist strands, weighted animals, squeeze animals etc.
At the tables...
We have a sitting table, and a standing table. The two regular tables are outfitted with theta-bands on the chair legs to allow children to bounce their heels and feet. The children are rotated through the tables according to mixed ability, social needs, and sensory needs. It appears random but children who are more successful at a certain type of table are rotated more frequently to that table.
In the room...
We have blue and white filters on eight of our fluorescent lights. The filters soften the glare and are create a much more soothing ambiance to the room.
I am currently working on the layout of the space and looking forward to painting softer tones and reducing the distractions in the physical environment (bright colors, various posters, primary colors, busy shelves, plastic materials).