Sensory Accommodations:
How to Be REGULATED and READY
When I’m problem-solving to find sensory regulation activities for a child within an educational environment, I like to start with the end goal in mind. As a pediatric occupational therapist, I always start with a simple goal: to help each child be as independent and functional as possible. How we get to that goal can look very different, depending on the unique sensory system each child brings to the table.
The overarching truth surrounding sensory regulation is:
Sensory regulation needs to match the situation and the environment.
This can mean that kids running, cheering and screaming at the top of their lungs is appropriate in an outdoor field day contest.
And minutes later that same group of kids can be expected to walk silently in the school hallway as they pass a classroom where other students are taking a test.
Often, when there’s a disconnect between a child’s regulation state and the environment, I, as the occupational therapist, get called in. My job is to do the detective work surrounding the disconnect, to set up accommodations and strategies for the child to be able to be successful in their educational environment.
The child who has a lot of energy, big emotions and difficulty transitioning is the most easily identified by others, due to the chaos that ensues in the classroom. Teachers and even peers easily pick up on the mismatch between the alertness level and the environment.
But, let’s not forget that the child who stays quietly on the sidelines of activities, unsure of how to join in, has just as much difficulty with sensory regulation and requires skilled intervention to help them participate, as well.
Here’s a scenario I encountered recently at a local preschool:
A boisterous playground time comes to an end. The children appear bouncy, eyes bright, each child with a slightly sweaty sheen, making their faces glow. When they return to the classroom, the teacher announces that a special visitor is on the way. She reviews the rules that children must keep their voices low, keep their hands in their laps, and not crowd around the visitor too much.
Such excitement!
Who could this visitor be?
With a quiet knock on the door, in walks a gentleman with a large cardboard box covered with a towel.
“Shhh, what is that sound?”
“Cheep, cheep, cheep.”
The gentleman gently places the box on the rug and the children gather round. “You’ll get a chance to hold a little chick if you can be gentle.”
Most of the children immediately sit down and wait for their turn expectantly.
In this story, what would you expect from a child who has a hard time matching their regulation skills to the environment?
Maybe they are jumping up and down with enthusiasm, shrieking, bumping into others. They might be so excited, they can hardly wait for a turn with the chick.
Question: Is this child in control of their behaviors and acting out on purpose? Or are they not yet able to regulate their sensory system on their own to go from an excited, active state down to a quiet, still state?
Even bigger question: Should this child get a chance to hold a chick?
When looking at this scenario through a sensory-based lens, this child needs individualized sensory accommodations to help them transition from the excited level of arousal down to a quiet, alert level of arousal.
The biggest question: How do we do this?
Let’s consider the sensory principle of regulated and ready:
Looking around the classroom, one child is regulated and ready by sitting quietly, hands in lap; another is rocking back and forth, humming softly. Yet another child is standing and bouncing on tiptoes. ALL of these children are regulated and ready to learn, and yet they all are engaged in different sensory regulatory activities.
When we discover a child’s sensory preferences, taking into account each individual sense (touch, smell, movement, etc.), we can then match activities that account for the sensory preferences and the environment.
Here are a few generic sensory strategies for each sense:
Touch:
Soft, textured fidget toys for calming.
Velcro strips or fabric patches for tactile stimulation.
Smell:
Aromatherapy with calming scents, such as lavender.
Scented stickers or play-dough for olfactory engagement.
Movement:
Wiggle cushions or flexible seating for continuous movement.
Allowed to stand, pace back and forth on the outskirts of the activity.
Vision:
Adjustable lighting to control visual stimuli.
Visual schedules or cues for routine-oriented children.
Sound:
Noise-canceling headphones or quiet corners for auditory comfort.
Calming music or white noise machines for a soothing auditory environment.
Proprioception:
Weighted lap pads or compression clothing for grounding sensations.
Pushing, pulling, carrying heavy objects to use the large muscles of the body.
Spoiler alert: This is NEVER a one-size-fits-all activity list. It takes detective skills to problem-solve, and creativity to curate appropriate activities for the environment. Flexibility and adaptability are essential in assisting children to accommodate their unique sensory systems and allow them to flourish. This is what I am TRAINED to do, and yes, it takes training and expertise.
Do you see your child depicted in this story?
We’d love to help you develop accommodations and activities that are sensory-appropriate for them so they can be independent and functional, too.
Our sensory packages include problem-solving, educational handouts and accommodation plans.
Check out our sensory services today!
PS: You didn’t think I’d leave you hanging, did you? Yes, this little guy got his chance to hold the chick and he was soooo sweet with it. 😊 Sensory accommodations for the win!
