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When student's sensory systems are well regulated, they are much more available to learning opportunities, can be more active participants in their classroom environments and are able to take charge of their learning by making choices that work best for them. Currently our young students, especially those with diagnoses of ADHD, autism or emotionally and behaviorally disturbed (EBD), are struggling with managing their bodies and sensory systems throughout the school day. As a special education team, we have spent many hours this summer revamping our thinking and using best practice research to develop a plan for a functional regulation room that will best serve individual students with these challenges. Making sure students are comfortable is an essential component in motivating them. I have noticed amazing differences in my students when they are given the chance to be comfortable in their own bodies, which directly relates to increased learning, positive social relationships and reduced negative behavioral responses. My students are noticeably more engaged in their work and less disruptive in classroom settings when they are given a chance to regulate their sensory systems. The products that I have selected will help my students by giving them purposeful, functional options to maintain more equilibrium in their sensory system. These will be extremely beneficial for students (both regular ed students, as well as those with special needs) that need a space and plan for managing dysregulation. I have seen firsthand how this type of intervention can positively affect student's work, demeanor and relationships. It is our hope that these additional resources will make a significant difference for some of our neediest students.
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