I am a special educator serving in a suburban elementary school that has a 63 % minority population with 40% receiving free and reduced lunches. Our school serves many military families with deployed family members.
This year has proved to be the crest of a wave of at-risk kindergarten students moving into our school. Many live in poverty. The effects of poverty are far-reaching. Poverty can foster poor prenatal health, delayed physical development and a non-nurturing environment. Often this leads to a full spate of developmental problems that surface when these children reach the school environment. While many of these children eventually develop beyond any problems associated with their early experiences, there are several left with developmental issues such as language delays and sensory integration issues that need to be addressed as early as possible in order to prevent further complications. For the types of children described above, sensory integration does not develop as efficiently as it should. Consequently, these children present with a number of issues with learning, development or behavior. Sensory integration problems may manifest themselves through over-sensitivity to touch, movement, sights or sounds, irritability or withdrawal. Students’ activity level may be unusually high or low. They may have coordination problems, poor behavior, delays in speech, language, motor skills and academic deficits.
With sensory integration support through planned activities, a child will be guided through actions that challenge his or her ability to respond appropriately to sensory input by making organized responses. Classroom stations can provide activities that give vestibular, proprioceptive, and tactile stimulation. When a sensory integrative approach is successful, each child is able to automatically process complex sensory stimuli more effectively. The child will have more normal responses to stimuli and can self-regulate more effectively.
Researchers found that all aspects of children's improved self-regulation are uniquely related to their academic abilities, over and above their intelligence. They also found that one particular aspect of self-regulation--termed the inhibitory control aspect of brain function used in planning, problem solving, and goal-directed activity--is predictive of all academic outcomes.
I hope to address and appropriately develop the neural and sensory weaknesses observed within my school by creating sensational sensory activities through sensory “stations”. The stations will include a Tactile step-N-Stones, Squishy Hand Prints, a Squishy Seat, a Sensory Balance Beam, an Acti Tunnel with the Accessory Kit, and a Sensory Physio-Roll to provide proprioceptive activities.
Please consider funding the materials for these stations. In doing so, you will be an active participant in helping these children build a stronger foundation for future learning that may even prevent future placement in special education.
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As a teacher-founded nonprofit, we're trusted by thousands of teachers and supporters across the country. This classroom request for funding was created by Mrs. Philips and reviewed by the DonorsChoose team.