IN THE

Z NE
A program to
assist students
with complex
learning needs
A bottom up and inside out approach

Are my students in the zone for learning?

I N F O R M AT I O N B O O K L E T
Are my
students
IN THE ZONE
for learning?
Introduction
The purpose of this information booklet is to
summarise some of the key concepts contained
within the on-line tutorials. It has been written
for teachers.
We would recommend you listen to the online
tutorials and read this information booklet before
using the profiling tool and strategy section that is
available on the website.

How does a student process

information?
Students are presented with a large amount of
information across a number of different subject
areas. They take in this information through their
senses. Their senses organise and interpret this
information. They then respond to this information
with an action. This ability to organise, interpret
information and then respond with an action is
called Sensory Processing.

It involves the following stages:

1. Sensory input
Example – Teacher gives instructions
2. Tuning into sensory input
Example – Listen to the voice, look at teacher
3. Sensory processing
Example – Interpret the sounds and images
4. Motor reaction
Example – Follow instructions
 There are 7 sensory systems that take in information from
the environment and send our brain different messages

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

joints and skin)

( ION (BOD
ULAR

Each of these seven sensory systems have two functions:

n To protect you from danger such as pulling your hand away n To discriminate the sensory input in
from a hot plate or blocking your ears from a loud sound. terms of its quality and function, e.g. soft,
This is a reflexive and unconscious response which is linked to smooth or loud, sour etc. Discrimination
the limbic emotional system and protective fright/flight/fight is a conscious, cognitive task which is
system of the brain. learned through experience.

Some students experience challenges in one or both of these sensory functions

within one or multiple sensory systems.
The Pyramid of Learning
S ensory information pro v ides a foundation for our de v e l opment as shown b e l ow
PRIMARY FUNCTIONS OF THE
CORTEX ARE:
n Reading/Writing n Mathematics
n Impulse Control n Daily Living Skills
n Problem Solving n Decision Making
n Thinking n Reasoning
CORTEX n Language/Communication
PRIMARY FUNCTIONS OF THE
LIMBIC SYSTEM ARE:
n Controls Emotions
n Emotional Responses
n Attachment n Protective Function:
Flight/Fight/Fright or Freeze response
LIMBIC
n Memory n Attention
SYSTEM
n Desire to eat/drink
PRIMARY FUNCTIONS OF THE
MID BRAIN AND CEREBELLUM ARE:
n Hand-Eye Coordination
n Temperature Regulation
n Hunger / Thirst n Bladder Control
MID BRAIN n Taste / Smell n Motor Planning
AND n Auditory & Visual Processing
CEREBELLUM n Posture / Balance n Body Movement
PRIMARY FUNCTIONS OF THE
BRAIN STEM ARE:
n Heart Rate n Breathing
n Sleeping n Digestion
n Swallowing n Vestibular Movement
n Pain n Touch n Body Awareness
BRAIN
n Coughing n Blood Pressure
STEM n Sneezing
Taylor and Trott as cited in Williams and
Shellenberger (1996); Perry (2004)
STUDENT NEEDS
AT THIS LEVEL
Explicit teaching of skills
and knowledge.
Use of strongest sense to learn
Respect for their learning style.
Continued support to get in
the zone for learning –
tools for self regulation.
Know student’s response
time; processing time.
STUDENT NEEDS AT
THIS LEVEL
Emotional support: give time
to develop a trusting
relationship; build up a
rapport with student.
Behaviour support: ensuring
student is not frequently
responding in a protective
mode of flight /fight/fright.
Tools for regulation of
alertness levels.
Know student’s response time.
STUDENT NEEDS
AT THIS LEVEL
Learn through doing, e.g.
actually jumping, running
rather than looking at a picture.
Integration of senses:
curriculum activity to include
all their senses.
Exploration of real objects
Help with regulation of
alertness levels.
Know student’s response time.
STUDENT NEEDS
AT THIS LEVEL
Basic daily rhythms,
e.g. sleep/wake cycle.
Clear, consistent,
predictable routines.
Safety/Protect: feel safe in
the classroom; safe spaces .
Womb space – deep pressure,
contained space. Sensory needs met .
Help with regulation of alertness
levels Know student’s response time.
The neurobiology of
sensory processing
Sensory input from our senses sends
electrical impulses or neurons from
where we received the information
to the Central Nervous System in
the brain. This information is then
organised in the brain, a process
A thirsty boy sees a glass Neurons carry a message
known as sensory processing or
of water (Sensory Input). from the boy’s eyes to his
sensory integration, and then an
brain (Integration).
appropriate motor or behaviour
response is generated (Ayres, 1972).
Mostly, the information received is
integrated together to form patterns
within the brain stem (Arwood
& Kaulitz, 2007). These patterns
form networks, which transport
information to higher parts of the
brain where sensory integration and Neurons carry a message from
the development of concepts take Neurons carry a
his brain to his arm muscles.
place (Arwood & Kaulitz, 2007). message from his brain
Before concepts can be learnt at to his arm muscles.
the cortex level, sensory processing/
integration must be achieved.

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
Difficulties can occur when our Central Nervous System does
not process sensory information appropriately (Northern
Territory Dept. of Health & Community Services, 2006).
This occurs when there is an imbalance in the chemicals
within the synapse and the ability to focus on important
messages and ignore weak messages is impaired. For
example a student may be unable to reduce sensory input
due to an imbalance of too many excitatory transmitters,
causing over-sensitivity (Northern Territory Dept. of Health
& Community Services, 2006). In addition, a student may
be unable to increase the sensitivity of a message, having
too many inhibitory transmitters, causing under-sensitivity.
A student who is over-sensitive may respond to the
received information through sensory sensitivity or sensory
avoidance (Northern Territory Dept. of Health & Community
Services, 2006). A student who is under-sensitive may
cope with received information through sensory seeking or
sensory registration (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.

Sensory Seeking and craving

• Actively pursues sensory input.
• May be attempting to achieve an optimal state by either increasing or decreasing alertness levels.
• Student may be very active, fidgety and excitable (Williams & Shellenberger, 2001).
• May require additional stimulation to meet their sensory needs.
• This student is similar to the Tigger character from Winnie the Pooh.
Senses and Learning
Sensory Processing Difficulties (SPD) can affect how a student
learns at school as their ability to register information, filter out IN THE
unimportant information and focus on important information can
affect a student’s ability to reach an optimum state of alertness
(Northern Territory Dept. of Health & Community Services, 2006).
In addition, students with SPD are unable to effectively recognise
Z NE
patterns and turn them into concepts. This can cause repetitive
behaviours and limited language symbols as the student’s learning
system is not integrating the sensory information it receives REFERENCES:
(Arwood & Kaulitz, 2007). Arwood, E. L., & Kaulitz, C. (2007).
Learning With A Visual Brain In An
Sensory diets assist the student to remain in Auditory World: Visual language
strategies for individuals with autism
the zone for learning spectrum disorder. Shawnee Mission,
A constant supply of sensory information assists the human Kansas: Autism Asperger Publishing
body to function and remain in the zone for learning. The term Co.
‘Sensory Diet’ (coined by an American Occupational Therapist Ayres, A. J. (1972). Sensory integration
Patricia Wilbarger) refers to the amount of sensory-motor activity and learning disorders. Los Angeles:
and sensory information an individual requires in order for them Western Psychological Services.
to be at a optimum level of alertness – in the zone for learning
Dunn, W. (2002). Sensory Processing in
(Northern Territory Dept. of Health & Community Services, 2006).
Daily Life: Issues for home and school,
Typically, individuals provide their own sensory diet by listening to University of Sydney, Faulty of Health
slow music to calm down or re-positioning in their chair to keep Sciences, Lidcombe. Presented on
alert. Students with SPD have difficulties with this, as they are October 12th 2002.
not able to provide themselves with the correct levels or types of
Northern Territory Dept of Health and
sensory input in order for them to remain in the zone for learning. Community Services. (2006). Learning
Through The Senses Resource Manual:
Self-regulation and co-regulation of The impact of sensory processing in
the classroom. Casuarina, N.T.: Dept.
alertness levels of Health and Community Services.
Students need to regulate their own state of alertness during a
Perry, B.D. (2008). Child maltreatment:
typical school day, for example as they move from quiet work,
A neurodevelopment perspective on
to play time at lunch, and then back to quiet work in the library. the role of abuse in psychopathology.
Self-regulation is the ability to attain, maintain and change levels In Beauchaine, T.P., & Hinshaw,
of alertness appropriately for a task or situation (Northern Territory S.P., (eds.), Child and Adolescent
Dept. of Health & Community Services, 2006). Some students Psychopathology (pp.93-129). New
are able to self-regulate themselves during a school day. Some York: Wiley.

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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