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A program to
assist students
with complex
learning needs
A bottom up and inside out approach
1 Auditory
(sound)
2 Visual
(sight)
3 Gustatory
(taste)
Y (TASTE TATOR
4 Olfactory
(smell)
OR US
G
5 Tactile
Y
OLFACT
(TAS E)
(touch)
T
H) SU
AL (SIGH AU
6 Vestibular
(movement
T)
DI
E (TOUC
VI
TOR Y (S
processed in the
inner ear)
T
TIL
O
C UN
7
TA D)
P Proprioception
) )
(body position
RO
OSITION
T
EMEN
PRIOCE
processed in the
OV
muscles, tendons
VE
YP
PT
M
TIB
S
STUDENT NEEDS
PRIMARY FUNCTIONS OF THE AT THIS LEVEL
Explicit teaching of skills
CORTEX ARE: and knowledge.
n Reading/Writing n Mathematics Use of strongest sense to learn
Respect for their learning style.
n Impulse Control n Daily Living Skills Continued support to get in
n Problem Solving n Decision Making the zone for learning –
tools for self regulation.
n Thinking n Reasoning
Know student’s response
CORTEX n Language/Communication time; processing time.
STUDENT NEEDS AT
PRIMARY FUNCTIONS OF THE THIS LEVEL
Emotional support: give time
LIMBIC SYSTEM ARE: to develop a trusting
n Controls Emotions relationship; build up a
rapport with student.
n Emotional Responses Behaviour support: ensuring
n Attachment n Protective Function: student is not frequently
responding in a protective
Flight/Fight/Fright or Freeze response
LIMBIC mode of flight /fight/fright.
n Memory n Attention Tools for regulation of
SYSTEM
n Desire to eat/drink alertness levels.
Know student’s response time.
STUDENT NEEDS
PRIMARY FUNCTIONS OF THE AT THIS LEVEL
MID BRAIN AND CEREBELLUM ARE: Learn through doing, e.g.
actually jumping, running
n Hand-Eye Coordination rather than looking at a picture.
n Temperature Regulation Integration of senses:
curriculum activity to include
n Hunger / Thirst n Bladder Control all their senses.
MID BRAIN n Taste / Smell n Motor Planning Exploration of real objects
AND n Auditory & Visual Processing Help with regulation of
alertness levels.
CEREBELLUM n Posture / Balance n Body Movement Know student’s response time.
STUDENT NEEDS
PRIMARY FUNCTIONS OF THE AT THIS LEVEL
Basic daily rhythms,
BRAIN STEM ARE: e.g. sleep/wake cycle.
n Heart Rate n Breathing Clear, consistent,
predictable routines.
n Sleeping n Digestion
Safety/Protect: feel safe in
n Swallowing n Vestibular Movement the classroom; safe spaces .
n Pain n Touch n Body Awareness Womb space – deep pressure,
BRAIN contained space. Sensory needs met .
n Coughing n Blood Pressure Help with regulation of alertness
STEM n Sneezing levels Know student’s response time.
Synapse
The space between a message
neuron and a receiving neuron
in the brain is called a synapse,
which involves a complex Synapse with
exchange and release of chemicals Neurotransmitters.
(Northern Territory Dept. of
Health & Community Services,
2006). These chemicals transmit
the impulse from the message
(excitatory neurotransmitters) and
others help reduce the impulse
from strong messages (inhibitory
neurotransmitters) (Northern
Territory Dept. of Health &
Community Services, 2006). A
typical central nervous system has
a stable chemical exchange which
allows the student to focus on Tuning into sensory input
important sensory inputs while When sensory information is noticed by one of our seven senses, there
simultaneously ignoring unimportant is a moment when we choose to tune ourselves into this message. Some
sensory inputs (Northern Territory students who have difficulty noticing sensory inputs are unable to tune
Dept. of Health & Community into the message and are therefore unable to process the information
Services, 2006). appropriately. This can cause Sensory Processing Difficulties.
Sensory Processing Difficulties & Community Services, 2006). In addition, a student may
Difficulties can occur when our Central Nervous System does be unable to increase the sensitivity of a message, having
not process sensory information appropriately (Northern too many inhibitory transmitters, causing under-sensitivity.
Territory Dept. of Health & Community Services, 2006). A student who is over-sensitive may respond to the
This occurs when there is an imbalance in the chemicals received information through sensory sensitivity or sensory
within the synapse and the ability to focus on important avoidance (Northern Territory Dept. of Health & Community
messages and ignore weak messages is impaired. For Services, 2006). A student who is under-sensitive may
example a student may be unable to reduce sensory input cope with received information through sensory seeking or
due to an imbalance of too many excitatory transmitters, sensory registration (Northern Territory Dept. of Health &
causing over-sensitivity (Northern Territory Dept. of Health Community Services, 2006).
Over-Sensitivity
This occurs when a student cannot ignore unimportant information and too much information is processed =
hypersensitivity. This student will register sensory information too intensely, which can often cause negative
reactions, as the student can feel irritated or threatened (Northern Territory Dept. of Health & Community Services,
2006).
Some features of a student who is over-sensitive and sensory defensive (sensitive and avoiding)
• May have difficulty blocking out incoming information and staying on task (Northern Territory Dept. of Health &
Community Services, 2006).
• May misinterpret a casual touch as an attack.
• May respond to unfamiliar situations by lashing out or shutting down.
• Actively engages in reducing sensory information received.
• May be distressed by changes in routine, loud noises & crowds (Dunn, 2002).
• May appear to have low energy and be lethargic.
• May avoid touch and movement exercises as they are unable to tolerate them.
• This student is similar to the Rabbit character from Winnie the Pooh.
Under-Sensitivity
When a student does not receive enough information, as some sensory messages are not strong enough =
hyposensitivity. This student will respond less intensely to sensory stimuli. The student may miss simple cues,
may respond to instructions slowly or misinterpret verbal or nonverbal cues (Northern Territory Dept. of Health &
Community Services, 2006).
Some features of a student who is under-sensitive:
• This student has ‘dulled’ registration of sensory input and does not actively engage in the environment (Northern
Territory Dept. of Health & Community Services, 2006).
• May lack initiative, fatigue easily, appear lethargic and be difficult to engage.
• May knock into and bump into things due to reduced sensory feedback.
• This student is similar to the Eeyore character from Winnie the Pooh.
students require others to help them to regulate their level of Williams, S.M., & Shellenberger, S.
alertness to match the demands of the situation. This is referred to (1996). How does your engine run?®
as co-regulation. Leader’s guide to the alert program
for self regulation. Albuquerque:
TherapyWorks Inc.
How to use this information
Once you are familiar with these key concepts and those within Williams, S.M., & Shellenberger, S.
(2001). Take five! Staying alert at
the online tutorials. We would recommend using the profiling tool
home and school alert program
and strategy section. The profiling and strategy section has been
for self regulation. Albuquerque:
developed as a tool for teachers and is to be used as a general TherapyWorks Inc.
guide ONLY. Please consult an occupational therapist specialising
in sensory processing disorders for assessment and interventions
for individual students with complex needs.
IN THE
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