Understanding Their World: Forming Classroom Accommodations and Sensory Activities for Children with Disabilities


  • Supattra Wongvisate Andrade Go For Determination, U.S.A


Children with disabilities, Classroom accommodations, Sensory Activities


Children learn by exploring, observing, discovering, experimenting, listening and asking questions. Daily activities can provide greater learning opportunities that allow children to enjoy trying a variety of sensations (e.g., such as dressing, brushing teeth, bathing with warm shower, climbing a tree, catching a ball, riding a bicycle, hugging a soft toy, or smelling the flowers). The more opportunities for children to explore sensory stimuli, the more benefits can be derived from developing cognitive, social, emotional, cognitive, physical, and motor domains more efficiently. However, some children have experienced challenges in their tolerance for sensory inputs and response. Children with disabilities who are associated with Sensory Processing Disorder (SPD) have neurological, biological, and sensory dysfunctions that affect how they perceive and respond to an environment unsystematically. SPD could have a negative influence on children’s development of academic learning, social friendship, emotional and mental health (e.g., anxiety, frustration, or depression). Hence, the teachers’ roles are important to support children’s unique strengths, adaptation, and understanding of different sensory environment stimuli by accommodating classroom activities to meet with their individual needs.

The purpose of this article is to gain better understanding of children with disabilities’ behaviors, who might also have symptoms of SPD such as Autism Spectrum Disorder (ASD) and other developmental disabilities, or Attention Deficit Hyperactivity Disorder (ADHD). The classroom accommodations and activities are also emphasized to promote children’s success and achievements in learning. This article highlights three primary areas, including: (1) Understanding Sensory Processing Disorder (2) Subtypes of Sensory Processing Disorder and (3) Classroom accommodations and activities for children with disabilities (sensory processing issues).



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