Strategies for Supporting the Sensory-Based Learner

Creating Inclusive Environments for Children with Autism

“…These children require consistent tactile stimulation throughout their school day. They respond well to the use of weighted or vibrating pencils and the use of sandpaper placed under written work (Myles et al, 2000;Murray, et al, 2009;Yack et al, 2002). Providing an under-responsive tactile learner with a fidget toy to hold can reduce potentially disruptive sensory seeking behaviour, such as touching peers at inappropriate times (Friedlander, 2008;Howe, et al, 2004).…”

“…Learners with ASD who are sight and sound over-responders may be distracted by classroom stimuli such as fluorescent lights that buzz or flash, an overabundance of colours in the classroom, noise from fans or air conditioners, the clinking of dishes in the cafeteria down the hall, or a line tapping against a metal flagpole outside (Friedlander, 2008;Howlin, 2005). Environmental accommodations in the classroom are needed to calm their nervous systems by eliminating extraneous noise and visual distraction (Case-Smith & Arbesman, 2008;Murray, et al, 2009). Hochhauser and Engel-Yeger (2010) found that children with ASD who have high visual and auditory sensitivity work best one-to-one rather than in groups, as the opportunity for visual and auditory distraction is minimized.…”

“…These difficulties can influence a child's gross and fine motor development, balance, coordination, visual perception and self-help skills, thus having a potential impact on the ability to engage in social activities and develop feelings of success and mastery in the classroom (Baranek, Boyd, Poe, David & Watson, 2007;Howe, et al, 2004). The Ziggurat model, an intervention program for learners with ASD, stipulates that a student's sensory needs must be met before effective and engaged learning can take place (Murray, Hudson Baker, Murray-Slutsky, & Paris, 2009;Myles, Grossman, Aspy, Henry & Bixler Coffin, 2007). No two children are alike, and this is especially true for children with ASD.…”

“…Children with ASD who have an over-responsive tactile sense may exhibit negative emotional reactions to specific consistencies of solids and fluids, and/or to intentional or accidental touch. Tactile over-responders will engage in sensory avoiding behaviours, aimed at people, situations, tasks and activities that are anxiety inducing (Killoran, 2004;Myles et al, 2000;Murray, et al, 2009). These learners may need preferential seating within the classroom to give them distance from others who may contribute to touch that may be distressing (Murray, et al, 2009).…”

“…Tactile over-responders will engage in sensory avoiding behaviours, aimed at people, situations, tasks and activities that are anxiety inducing (Killoran, 2004;Myles et al, 2000;Murray, et al, 2009). These learners may need preferential seating within the classroom to give them distance from others who may contribute to touch that may be distressing (Murray, et al, 2009). When lining up for recess or other activities, educators should assign these students to the back or front of the line, thereby minimizing opportunities for unwelcome touch (Howe, et al, 2004;Killoran, 2004).…”