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Due to many outside influences and trauma students have experienced, some children have a difficult time following school rules and procedures that we set for them. As educators, we can develop relationships with students, teach them the expected behavior, and provide positive interventions and supports to help students and reinforce the behavior that we wish to see. When we provide appropriate sensory tools in the classroom, students with ADHD learn more appropriate ways of gaining the sensory input their brain is requesting. In the Sensory Bundle requested, there includes a liquid motion timer for visual stimulation, mesh and marble squeeze toys for tactile stimulation, fidget toys that improve focus and concentration in children with ADHD, and squeeze toys that provide proprioceptive input to tense muscles and joints. Sensory tools open up the auditory processing areas of the brain and give the brain the attention it is seeking. Without such resources in the classroom, students who are seeking input may tap loudly, hum, rock back and forth, or exhibit other behaviors that are extremely distracting to other students. Some students who act out or do not follow directions are actually seeking sensory input. The classroom environment is difficult for students with ADHD. Most classroom settings request minimal movement, requires rigorous thinking, and students are under fluorescent lighting that blinks 120 times per minute. This atmosphere can send children into sensory overload. They then act out in order to regulate their body. Behavior is a form of communication in children, and educators must attempt to locate the reason for the behavior. The answer is often as easy as providing sensory toys in the classroom, which provide socially appropriate ways to calm their bodies. This project will provide a bundle of various sensory tools to every single classroom in our school.

About my class

Due to many outside influences and trauma students have experienced, some children have a difficult time following school rules and procedures that we set for them. As educators, we can develop relationships with students, teach them the expected behavior, and provide positive interventions and supports to help students and reinforce the behavior that we wish to see. When we provide appropriate sensory tools in the classroom, students with ADHD learn more appropriate ways of gaining the sensory input their brain is requesting. In the Sensory Bundle requested, there includes a liquid motion timer for visual stimulation, mesh and marble squeeze toys for tactile stimulation, fidget toys that improve focus and concentration in children with ADHD, and squeeze toys that provide proprioceptive input to tense muscles and joints. Sensory tools open up the auditory processing areas of the brain and give the brain the attention it is seeking. Without such resources in the classroom, students who are seeking input may tap loudly, hum, rock back and forth, or exhibit other behaviors that are extremely distracting to other students. Some students who act out or do not follow directions are actually seeking sensory input. The classroom environment is difficult for students with ADHD. Most classroom settings request minimal movement, requires rigorous thinking, and students are under fluorescent lighting that blinks 120 times per minute. This atmosphere can send children into sensory overload. They then act out in order to regulate their body. Behavior is a form of communication in children, and educators must attempt to locate the reason for the behavior. The answer is often as easy as providing sensory toys in the classroom, which provide socially appropriate ways to calm their bodies. This project will provide a bundle of various sensory tools to every single classroom in our school.

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About my class

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