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The students in my classroom have autism spectrum disorder (ASD), Down syndrome, intellectual disabilities, or health impairments. One of the characteristics of ASD, as classified by the DSMV, is sensory processing differences. The current research on sensory processing has shown that individuals with other exceptionalities, such as Attention Deficit Hyperactivity Disorder (ADHD) and intellectual disabilities (InD), also display signs of sensory processing differences. For students with sensory processing concerns, a classroom that has been designed without sensory processing differences in mind can lead to behaviors. Students may seek sensory sensations such as deep pressure, spinning, and arm massages to meet sensory needs. When sensory needs are not being met, students may engage in behaviors that could be construed as negative, as they seek to gain sensory stimuli from objects or other individuals to serve their sensory needs. Therefore, having an area for learners to meet sensory needs, such as a sensory room, is important. Sensory rooms and spaces create a more positive learning environment, reducing anxiety from sensory input (e.g. auditory, visual) and providing a means for appropriate sensory stimulation for learners who are sensation seekers. Additionally, such areas can be used to teach coping strategies so that the behavioral presentation of certain sensory features are decreased. My students would greatly benefit from having sensory tools such as the light table and wiggle seats. Having these sensory tools will allow for self-regulation, reduction of anxiety, and an all-around better learning experience.
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