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I am a speech-language pathologist at an elementary school serving students with a range of abilities. Approximately half of the students on my caseload have disabilities, including ASD and ADHD, that keep them from participating in a mainstream classroom. All of the students I serve have a communication disorder, requiring specialized instruction to access the general education curriculum. While my students continue to persevere, the COVID-19 pandemic has only exacerbated many of the challenges they face (e.g., disrupting routines, enhancing anxiety, etc.). My students have to work harder than ever to accomplish tasks that come naturally to many. Difficulty maintaining attention and self-regulating adversely affects learning and inhibits speech-language development. My goal as an SLP is to establish an environment where students feel safe/supported, connected, curious, and eager to communicate. The less energy students have to allocate toward self-regulation, the more they will be able to commit to speech-language activities. Sensory play encourages the development of motor skills, supports cognitive and language development, and makes learning fun and exciting! The items proposed in this grant will allow me to designate a portion of my room to sensory exploration and feedback in order to enhance learning and improve outcomes for students, all while supporting inclusivity. Specifically, the bean bags and LakiKid Sensory Weighted Neck Pillow will provide deep pressure stimulation. The shag rug, Washable Tactile Pillows, and Special Supplies Matching Game Sensory Discs will provide students with sensory input in the tactile domain. The Art3d Liquid Sensory Floor Decorative Tiles and Hexagon Wall Lights will provide visual input. The Wooden Tree Marble Run will provide auditory input. The GeerWest Tunnel and fidget toys will assist students who have difficulty with attention and/or anxiety. Having access to these items during our sessions would mean the world to me and my students.
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