Module 1: Instructional Planning and Strategies

Sensory and Self-regulation

All students need sleep, food, hydration, and to feel safe for optimal learning. Students also need breaks, some scheduled and others unscheduled when levels of arousal indicate the need. Students with complex needs might need to be taught to ask for breaks and often use their body to communicate self-regulation difficulty.

Alerting activities, can be used to help a student be more engaged. Opportunities for learning are missed when a student is under stimulated, ”zoned out,” or sleeping. At other times, students can be over stimulated and need calming sensory strategies. Using strategies that assist regulation give students the most potential for participation.

Regulation

Understanding the emotions the student could be feeling can help validate and support their regulation.

Alerting Activities

Alerting activities can be used when a student is lethargic or not alert enough to pay attention. Generally, these activities involve faster movement. Schedule alerting activities immediately before the student needs to pay attention to a task. Alerting activities include:

Category	Activity
Mouth	Chewing crunchy foods (as per their swallowing guidelines) Tasting sour flavours
Touch	Touching something cold Taking a layer of clothing off the student if they are too warm or adding a layer if they are cold Having the student experience different textures through touch
Movement	Bouncing (seated) on a ball, jumping, swinging, climbing, dancing, running Playing or singing lively age-appropriate music Clapping or drumming activities Helping your student become actively involved in dressing and transfers in any way they are capable Moving and turning corners quickly in their wheelchair

Calming Activities

Calming activities can be used when a student seems unfocused, over-stimulated, hyper-alert, or feeling anxious. Generally, these activities involve firm pressure and slower movement and can include:

Category	Activity
Mouth	Sucking on a straw to drink a thick drink Providing wearable chewelry (jewelry that is chewable) for the student who chews objects
Touch	Providing a firm, grounding touch rather than a light touch Give your student a weighted blanket or weighted objects. Occupational therapists can suggest resources for calming
Movement	Slow movement games, such as slow rocking, slow stretches, or yoga Squeezing and relaxing with a small fidget tool Big swiss ball rolling on the limbs for pressure Walking with a backpack on, or pushing heavy furniture or a cart Warning a student who is sensitive to movement when they are about to be transferred Snuggling into a small space in the classroom like a tent or corner Allowing chill out time, prior to working on a daily routine
Smell	Smelling lavender or other soothing scent
Hearing	Playing quiet music Singing along to slow or quiet songs Humming

Benjamin is attending middle school and uses many helpful self-regulatory strategies. He begins his day with an exercise routine involving a brisk walk/run around the school. He often chews a chewy tool, hums, holds his ears, claps, and slaps his thighs or the tabletop. He seeks tactile input, such as the feeling of water running on his hands and soft fabrics to touch. He uses a weighted lap pad during reading time. During assemblies, he wears headphones without music on, to dampen the intensity of the sounds. He benefits from the teacher and EA providing quiet reassurance.

Do the sensory strategies he uses alert or calm him?

Therese is attending high school and uses a wheelchair. She also makes use of several self-regulatory strategies that help her. When she arrives at school, the EA assists her to transfer from her wheelchair and remove her warm coat. She attends a band class where she actively listens to and plays lively music. She especially enjoys sewing class where she can feel the textures of fabrics.

Do the sensory strategies she uses help to alert or calm her?