Sensory Room Planning

Are you a Principal who provides Resource Hours within your school? Do you have more than 2 SNA’s? Have you concerns about some children hitting their developmental milestones?

If you answer yes to any of the above, you should strongly consider the purchase of a Sensory Integration Room as part of your ASD and SET units

• Adam was a child who had poor handwriting, difficulty expressing ideas in written form, difficulty with eye tracking, difficulty with hand-eye coordination, difficulty with tasks that require crossing the mid-line (reading/writing), difficulty with tasks that require both sides of the body. Every time his head turned, his arm would follow it and the fingers open. Therefore, it took a lot of effort and concentration to try and hold the hand still while writing when his head had to move to look at another paper or the white board. By the time he got to 4th class he would complain of chronic or recurrent shoulder or neck injury/pain; often times always on the same side.
• Jack had difficulty keeping the head in a flexed position (needed for reading), trouble paying attention when sitting at a desk and/or reading, poor posture (weak abdominals from lack of flexion (eg like old people in nursing home), poor balance, motion sickness, dyspraxia, is a toe walker, has poor tone (muscle tone), dislike of physical education (PE), poor sense of rhythm/timing, oculo-motor difficulties (reading/writing), orientation and spatial difficulties.
• Jamie has several social/learning problems. He was unable to focus on one thing at a time, poor impulse control, emotional immaturity, withdrawn or timid, easily distracted, difficulty playing ball games, aggressive, anxious, and/or highly excitable.
• Ava was unable to sit still (‘ants in the pants’ child), had possible scoliosis, poor concentration, poor posture (weak abdominals from lack of flexion eg old people in nursing home), hip rotation on one side when walking (awkward walk/limping), chronic digestive issues, and bed wetting beyond age of 5 years.
• Luke has poor posture, tendency to slump when sitting, sits in a “W” position with their knees, Simian (ape-like) walk, poor eye-hand coordination, messy eater, clumsy child, difficulties with readjustment of binocular vision (child cannot change focus easily from blackboard to desk), slowness at copying tasks, poor swimming skills.
• Hannah is 8 and has poor manual dexterity, poor pencil grip, difficulty with writing, intertwined speech and hand movements which can lead to difficulty with speech.
• Jane is 6 and has poor articulation, tactile sensitivity around the face, she is a messy eater, and has poor manual dexterity. Jane has a retained Rooting Reflex.

Adam, Jack, Jamie, Ava, Luke, Hannah, Jane, you see these children everyday at school. You’ll see them in the playground. Look at the child who walks on his toes, crashes into walls, what about the boy who can’t tuck in his shirt?

Research has shown that the earlier the intervention in these children’s lives, the greater the impact

Enable Supplies supply and install ERFI Sensory Integration equipment for schools, hand made by a skilled master craftsman designed by a specialist S.I. occupational therapist. This equipment helps children fill in the gaps in their development, gaps in motor planning and sequencing, gaps in emotional maturity and audio processing. If provides a framework for children to SELF REGULATE their emotional state to Calm Alert. Calm Alert is the emotional state that is best for Audio Processing, Bilateral Integration, Speech and Memory activities. This may seem like it is more Occupational Therapy than Teaching. Fear Not. It’s Child Play. Talk to Enable now!