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Fair Training the senses for optimal learning
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The newest tool for occupational therapy is a large, free-standing swing, surrounded by mats. Butt explained that the swing is an item that is typically found in a specialized school, not in an ordinary elementary school. It was funded through a grant.
Butt noted that the swing helps children on both ends of the spectrum. Some are hypersensitive to movement, and use of the swing helps them adjust to actions they will face in everyday life. Other children are hyposensitive, and their over-activity can become a distraction to themselves and their classmates. Using the swing helps them calm down, so they and their classmates can learn.
The swing also serves as a calming device if a teacher believes a child might be nearing an outburst. “We don’t want that meltdown to happen,” Butt said.
First-grade teacher Crystan Serra has a student who visits the sensory gym on regular basis and uses the swing. She said it makes a big difference. “He comes back afterwards very focused,” she said.
Serra explained that the student knows that using the swing is meant to help him, and he enjoys it. A teacher at Forest Road for five years, she said the addition of the sensory gym is making a big difference. “I think it’s really great for the children to have a different type of outlet and different types of tools,” she said.
Though the swing is the most noticeable object in the room, it is hardly the only tool Butt and Nasci use for therapy. Hokki stools, ergonomic devices with a rounded base, provides movement for fidgety students.
More traditional resources include therapy balls and scooters. Nasci explained that she likes to have students do activities that use large groups of muscles. “Our own bodies are our best tool,” she said.
Schimpf explained that the occupational therapists create written plans, known as “sensory diets” for students who need this type of therapy. These plans, created by the occupational therapists working in collaboration with the classroom teachers, are customized to each child’s individual needs. The goal is to ensure that every child is at their optimal learning ability in school.
Butt noted that the swing helps children on both ends of the spectrum. Some are hypersensitive to movement, and use of the swing helps them adjust to actions they will face in everyday life. Other children are hyposensitive, and their over-activity can become a distraction to themselves and their classmates. Using the swing helps them calm down, so they and their classmates can learn.
The swing also serves as a calming device if a teacher believes a child might be nearing an outburst. “We don’t want that meltdown to happen,” Butt said.
First-grade teacher Crystan Serra has a student who visits the sensory gym on regular basis and uses the swing. She said it makes a big difference. “He comes back afterwards very focused,” she said.
Serra explained that the student knows that using the swing is meant to help him, and he enjoys it. A teacher at Forest Road for five years, she said the addition of the sensory gym is making a big difference. “I think it’s really great for the children to have a different type of outlet and different types of tools,” she said.
Though the swing is the most noticeable object in the room, it is hardly the only tool Butt and Nasci use for therapy. Hokki stools, ergonomic devices with a rounded base, provides movement for fidgety students.
More traditional resources include therapy balls and scooters. Nasci explained that she likes to have students do activities that use large groups of muscles. “Our own bodies are our best tool,” she said.
Schimpf explained that the occupational therapists create written plans, known as “sensory diets” for students who need this type of therapy. These plans, created by the occupational therapists working in collaboration with the classroom teachers, are customized to each child’s individual needs. The goal is to ensure that every child is at their optimal learning ability in school.
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