Sensory Processing Disorder

What is Sensory Processing Disorder (SPD)?

The nervous system intakes messages from sensory input and turns the information into appropriate motor and behavioral responses. Sensory Processing Disorder is when the sensory signals are not processed correctly or do not get detected at all. This makes it challenging to complete everyday tasks, as it is difficult to respond appropriately to sensory stimuli in one’s environment. Like most disorders, there is a broad spectrum of severity among those with Sensory Processing Disorder because it can affect any combination of the senses.

Sensory Discrimination Disorder is a subcategory of SPD that affects what is seen, heard, felt, tasted or smelled. Listed below are the types of sensory input and their effects, as well as a list of accommodations for the classroom.

SPD in the Classroom

Sensory Processing Disorder can be challenging for educators as there is a wide range of student reactions.  Below is a chart to map out some of the common types of Sensory Processing Disorders and how students may act in the classroom if they are affected by SPD.

Sensory Disorder	Explanation	Under-responsive	Over-responsive
Auditory	Trouble interpreting what is heard.	Not being able to pick up on noises or volumes of noises. Accommodations: Speak clearly and loudly Increase music volume Be sure that Hearing aids are being worn by children who have them	Highly sensitive to certain or volumes noises. Accommodations: Speak clearly and softly Lower music volume Noise reducing headphones
Visual	Trouble interpreting/depicting what is seen.	Not being able to see certain things or having poor depth perception. Accommodations: Glasses/contacts are worn when needed Demonstrate skills in close proximity to students Use visual cues to increase spatial awareness	Sensitivity to brightness. Accommodations: Have the room at a comfortable brightness Student may need tinted eyewear
Tactile	Trouble interpreting/depicting what is felt.	Not being able to feel where you are being touched. Accommodations: Use verbal and visual cues to go along with touching Make sure the students are not putting too much weight or pressure on a specific part of the body	The feeling of something on one’s skin is intensified. Accommodations: Put stickers on student’s shirts rather than on their skin Use costumes that are comfortable
Proprioceptive	Trouble interpreting/depicting what is experienced through the use of muscles and joints.	Not using enough force or pressure. Accommodations: Assist the students with picking up their leg and/or arm and have them sustain the hold Remind students to use force (use of plíe) to jump by demonstrating accordingly	Using too much force or pressure. Accommodations: Practice and remind the students not to use too much force/momentum when moving Remind the students not to use too much force when putting their leg or arm down
Introception	Trouble interpreting what is experienced in the internal organs.	Difficulty properly registering feelings of hunger/fullness, thirst, need to urinate, rapid heart rate, and fast/slow breathing. Accommodations: Remind students that they will be able to eat at the appropriate time and place Give students water breaks Give students restroom breaks Practice breathing exercises
Vestibular	Trouble interpreting what is experienced through body movements.	Not being able to tell one’s posture, head positions, and body placement. Accommodations: Correct posture when standing and sitting Avoid movement that could place strain on the neck Demonstrate correct posture Work towards increasing muscle tone to build stability in joints

References:
Kranowitz, C. 2005. The Out-of-sync Child: Recognizing and Coping with Sensory Processing Disorder. New York, NY: Penguin Group.