Module 5: Regulation and Sensory Processing
Successful Co-regulation
Educators have an important role in supporting students to co-regulate through developing trusted relationships and modelling. For example, regulation is modelled by using tone of voice, facial expression, body language, and energy state to co-regulate with a student.
Successful regulation happens for students with complex needs when the following is applied:
- Co-regulation is the goal (not self-regulation)
- Regulation strategies are modified to the specific student
- Support is provided—the type and level of support matches the regulation needs of the student
- The co-regulator knows the student well and is in tune with how the student manages or doesn’t manage in a variety of circumstances and environments
Two main factors that can impact regulation are level of arousal (internal factor) and level of stimulation (external factor). Both of these factors can be understood by viewing them as gradient scales from low levels to high levels.
Levels of Arousal
The levels of arousal diagram uses calm colours of green and blue to emphasize that all the levels of arousal are preferred and necessary. There are times of the day when sleep is important and other times when being awake and alert is important. Levels of arousal for students with complex needs can be impacted by:
- Medications (decreased alertness or arousal)
- Chronic health conditions (e.g., seizures – post ictal decreased arousal)
- Effects of disorders
Ideally, co-regulation and learning works best for students with complex needs from a moderate (blue/green) to high level of arousal (green).
Levels of Stimulation
The levels of stimulation diagram uses a different colour scheme to demonstrate that in general some levels of stimulation are preferred over others. The green (low) represents the most preferred state. Yellow is a sometimes-preferred state (perhaps not long-term). Red is the least preferred (high). Levels of stimulation for students with complex needs can be impacted by
- Environments
- External sensory information
- The ability to process sensory information
Ideally, co-regulation and learning works best for students with complex needs from a low level of stimulation (green) to moderate level of stimulation (yellow). Identifying what levels of arousal and stimulation work best for co-regulation does not mean that it is not possible at other levels.
Stimulation
More important than targeting the ideal level is understanding the effects of stimulation sources on a student’s nervous system and to assist them to manage through co-regulation. Combinations of co-regulation, exercise breaks, and changes in sensory input can help. These strategies can and should be provided in the classroom and are often supportive to all students (lower intensity lighting, less visual clutter, tennis balls on the chair legs).
Todd is an elementary student who is learning to drive his power chair. Watch the video of Todd’s experience driving his chair outside on flat ground.
Given all the sensory information that Todd must process to drive his wheelchair, how would you help him navigate the external stimuli in the playground or classroom?