Page 30 - spaces4learning, July/August 2020

BACK-TO-SCHOOL
ESSENTIALS
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spaces4learning SENSORY ROOMS
A sensory room might help even older students calm down when they’re feeling anxious. A separate Washington Post story indicates that colleges are giving students calming sensory spac- es to relax and decompress as well.
Sensory rooms fit in well with the trend toward Universal De- sign for Learning (UDL), a framework for meeting the needs of all learners. UDL calls for more inclusive learning environments that provide multiple means of engagement, expression, and rep- resentation to help all students succeed. By helping students calm down, self-regulate, and focus, sensory rooms aptly meet this goal.
What a Calming
Sensory Room Might Include
The design of a sensory room is limited only by your imag- ination, and each school might equip its sensory spaces a little differently. However, here are some ideas to help guide you.
Soothing lights, sounds, and sights. Soothing visual or auditory inputs are common elements of a calming sensory room. For instance, Cozy Shades can provide muted, warmer lighting that helps reduce the harsh glare of overhead fluores- cent lights. Nature sounds, including water-related noises such as ocean waves or a babbling brook, can help put students at ease. Bubble tubes are also great for quiet spaces, because they give students something soothing to watch that helps promote
Squishy balls calm students, can help support fine motor skills with strength and dexterity — while also improving students’
focus and attention.
Photo © Doro Guzenda
a calming, positive vibe.
Beanbag chairs and other comfortable seating. Beanbag
chairs allow students to sink in and feel enveloped in their surroundings, which can be comforting for students. They’re also easy to move and keep clean, which is an important factor amid COVID-19. Other sensory seating options include cocoon swings, couches, and more.
Fidget tools and other focus aids. Squishy balls and other fidget tools serve a number of key purposes. Besides helping to calm students, they can help support fine motor skills with strength and dexterity — while also improving students’ focus and attention. This Scientific American article explores the cog- nitive benefits of fidget tools in more detail.
Weighted items and other deep touch pressure input. Sen- sory solutions that offer deep touch pressure input, such as a snuggle wrap or soft weighted lap pad, blanket, or cuddly com- panion, may help provide additional self-regulation for calming.
A Valuable UDL Strategy
A sensory room can help both general and special-education students of all ages with self-regulation to promote improved focus and attention, while fostering healthy learning.
By making learning environments more inclusive and sup- portive of all students’ needs, sensory rooms are a valuable UDL strategy — and they can be an effective component of a Social and Emotional Learning (SEL) or Trauma-Informed Care ap- proach to managing anxiety and stress.
Cecilia Cruse, MS. OTR/L received her BS degree in Occupational Therapy from the University of Florida, and her Master’s degree in Education from Georgia State University. She is SIPT (Sensory Integration & Praxis Test) certified and has over 30 years’ experience in pediatrics with school- based services (including pre-school and Head Start programs) acute care and outpatient pediatric settings. She has authored several articles for professional periodicals and magazines and has served as a trainer/ consultant and service provider in several school systems. Cecilia is currently the Subject Matter Expert for Abilitations/ School Specialty, Inc. Special Needs Division.
30 jUL/AUG 2020