BCSC Sensory Supports

 

The Occupational Therapists in the Brownsburg Community School Corporation work to insure that student's sensory needs are met throughout the school day.  On this page you will find resources for the sensory tools and programs that we use, as well as some of the activities provided for students with sensory differences.

 

Sensory Buckets:  Each school is equipped with sensory buckets provided to each team or grade level of teachers.  Within these sensory buckets are a variety of sensory tools that can be use within the general education classroom.  Some of these items may include:

 

Stress Balls: can be used as a calming tool (squeezing several times as part of a calm down routine) or can be used as a fidget to keep hands occupied and minds focused

 

Fidgets:

o Tangle: plastic fidget which moves in a variety of ways, keeps fingers moving and off of stuff on desk, out of hair/mouth

o Stretchy animals: gives more resistance, and therefore more input, for busy fingers

o Finger Squash –Its: a visual and motor fidget

o Yellow Knobby ball – a tactile fidget that can be held or rubbed in the hand

o Multi-Colored Knobby ball - a tactile fidget that can be held or rubbed in the hand

o Small weighted ball - provides calming input to busy hands

 

Putty: exercise putty, somewhat like Silly Putty, can be pulled and manipulated

 

Velcro: can be applied in two separate strips to the underside of the desk to provide inconspicuous tactile input by rubbing fingers back and forth on strips

 

Chew-Eze: can be placed on top of pencils for those that chew pencils, fingers, fingernails, etc.

 

Chewelry: A “necklace” worn around the neck that can be used to chew instead of chewing on pencils, fingers, fingernails, etc.

 

Weighted Ball: can be used in hallway or during transitions to keep busy hands quiet and calm. Can also be used held on top of the head in order to provide a calming input to the entire body.

 

Smencil: a pencil that has a smell (kind of like a scratch and sniff sticker). Provides alerting aromatic input

 

Sensory Supports: Along with the sensory buckets, there are additional sensory supports which may be recommended by the Occupational Therapist.  

• Movement opportunties: This means that break opportunities are available to the student where they can "move" their bodies. These may be scheduled or on an "as needed" basis. These include but are not limited to ability to stand at desk, jumping, wall/desk pushes, or toe touches (head inversion is very powerful input). A trampoline is also available at times for break. Providing a "kick band" made of theraband tied around the legs of a students desk or chair also gives them an opportunity to kick/push their feet without being disruptive.

• Allowed to chew gum or other oral motor input: Oral motor is the best way to organize, (i.e. a baby gets a pacifier when upset). Chewing gum is a great organizer. If gum is not permitted or preferred, other items such as chewing on straws or chewlery (jewlry that is made for chewing) or sucking/chewing on candy.

• Seating Alternatives: This means that a child is allowed to sit/stand in "different" ways in order meet sensory needs.  This may include use of a Move-in-sit Cushion, which is a like a seat cushion, but gives the student opportunties to "move around" without leaving their seats. Ball chairs, (the big work out balls seen at the gym), can also be used to achieve this. Students may have a higher desk and stool to sit out, be allowed to stand at an elevated desk or use a floor chair or rocking chair during group work.

• Heavy Work Opportunties: This means providing the students with opporutities to push/pull/carry items to help with overall organziation. This can include pushing book cart, carry a box or books to the office, holding the door open, wiping the board, bringing books to the library, carrying the lunch bucket, or carrying the recycling bin.

• Deep Pressure: Providing deep pressure is very calming, same concept as a massage. Deep pressure activites include getting a deep hug, wearing a deep pressure vest, take a "ride" through the steam roller in therapy room, or having a large therapy ball rolled across their back while they lie down.

 

The Alert Program:  This is a copyrighted sensory self-regulation program developed by two Occupational Therapists. The  goal of this program is to teach children how each of the body's senses reacts to and interprets sensory information and to help children learn to regulate their own sensory needs.  The program uses an engine analogy and poses the question, "How does your engine run?"  Children are taught what it looks and feels like when their engines are running "too high, too low or just right."  Children are also taught the use of calming and alerting tools which can change their "engine" level. You can find more information on this program at www.alertprogram.com

 

 

Sensory Team Approach:  This is an additional resource that builds upon the Alert Program and is useful with older children.  In this program, developed by Nancy Mucklow, children are taught how to be good "coaches" of their sensory "team."  Much like the Alert Program, they learn of the various senses and what it feels and looks like for the "volume" on those senses to be turned up too high or turned down too low.  They also learn "team practices, daily warm ups and quick drills," which are sensory activities and tools that can be used to regulated their sensory systems on a daily basis.  You can find more information on this book by searching for The Sensory Team Approach on www.amazon.com

 

 

Minds-In-Motion:  Minds in Motion is a set of 15 activities which focus on balance, coordination, crossing mid-line, eye tracking and bilateral integration.  Students rotate through 15 stations, completing activities for up to 30 seconds each.  Many students complete the Minds In Motion Maze on a daily basis, encouraging visual-motor integration for improvement of academic skills.  Learn more about Minds In Motion, including free activities presented to the public at: www.mimlearning.com