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AUTISM

By Lori Bishop

The Sensory SystemThe Sensory system is made up of 7 parts: Olfactory-This is the sense of smell Gustatory- The sense of taste Tactile- The sense of touch Vestibular-This system helps us to maintain our pasture and visual field Proprioceptive-Allows a person to sense direction and speed of

movement. It helps us to determine how much energy is needed to move an object.

Visual-The eyes are receptors that allow us to learn about object. Auditory-The sense of hearing*Each one of these systems transports information to the central nervous system.Each person reacts differently to different types of sensory stimulation. Due to neurological issues students with Autism already have a compromised central processing system. Therefore it is not uncommon for children with Autism to have sensory processing issues. (Heiflin and Alerimo, 2007)

Why do we have these 7 Systems?

The 7 systems work to send information to the central nervous system that we need in order to live and function. In students with ASD one or more of the sensory systems may be compromised. Therefore causing sensory information to not be processed correctly.*This explains why some students react strongly to loud noise, strong odors,Bright lights, have no sense of personal space.(Marco Hinkeley, Hill and Nagarajan, 2011)

How do we accommodate students with Sensory issues?

Most students with mild sensory issues and no other problems will do fine learning and in socializing.

Some students will however require some accommodation's in order to achieve success.

Accommodations can be provided in several different forms.

IEP-If a child qualifies for special Education services, they may have an Individualized Education plan that spells out needs and provide them an education in the Least Restrictive environment.

504 plan- This provides accommodations to students with Sensory issues that don’t require Special Education services. This document states what accommodations a child needs in order to find success. This could be extra time for tests, small group for tests, eating lunch somewhere other then the cafeteria.

Please Note- No two students will have the exact same sensory issues, please remember that all plans should be individualized to the specific students needs

Avoiding Sensory Overload at School

These are some techniques that can help a student from becoming overloaded with to much sensory input. Taking a walk when needed with an aide. Listening to relaxing music Playing with an object: such as a soft ball An object that they can chew on Engaging in physical activity; such as push up or jumping jacks Stretching- Helps wake one up after a quiet activity Playground or gym time. Special seating- positioning the child in a place that helps them to focus Special place in line Warning when something is going to happen that can upset them.(fire

drill)(Article- Working with Schools- From Raising a Sensory Smart Child)

Helping with Tests, Classwork and Organization

Test Accommodations- Students may need to take tests in a separate room in order to avoid

distractions Extended time for assessments and assignments Dictating responses or typing them

Classroom Helps- Provide schedule written or verbal Help organizing materials needed for the day. Backpack and homework checks- to be sure nothing is left at school that is

needed Extra set of books at home Special seating within the class Visual accommodations can include special corrective eye gear. Larger print Help with Transitions- Know when it is time to move. Giving a warning Refocusing as needed (Article-Working with Schools- From Raising a Sensory Smart Child)

References

Updated and Expanded Edition of Raising a Sensory Smart ChildBy Lindsey Biel, OTR/L and Nancy Peske, with a foreword by Dr. Temple Grandin Sensory Processing in Autism: A Review of Neurophsiologic Findings: Marco,

Hinkley, Hill and Nagarjan, 2011 http://www.childmind.org/en/posts/articles/2012-1-15-treating-sensory-processing-is

sues-sensory-gym By Beth Arky Students with Autism Spectrum Disorder. Effective Instructional Practices- Chapter

5 Accomodating Sensory Issues- Heiflin and Alaim, 2007