 |
 |
 |
 |
 |
 |
 |
 |
Increasing Success for ALL Students
by Jane Bluestein, Ph.D.
Change or maintain the students’ level of alertness and attentiveness by:
Changing the visual field
- Moving and relating to students from a different part of the room
- Having them change seats, or having them move to a
different part of the room - Accommodating lighting needs and preferences (bright and dim light
spaces available in the room) - Providing full-spectrum lighting when possible
- Providing colored acetate, glasses with tinted lenses for kids to read through, to reduce glare or stark contrast of black ink on white paper
Changing the auditory field
- Listening to music, varying types of music available (appropriate lyrics and sound levels for “public” music)
- Respecting and accommodating the need for quiet (headphones, earplugs)
- Providing silence, sound block, white noise
- Varying auditory input to gain attention (chimes, bells, tone of voice)
- Moving to (and speaking from) a different part of room
Touch
- Meeting the needs of a tactile anchor (watch for latex allergies):
- Beanbag, gel ball, stress ball, string, clay
- Pipe cleaners, clothespin, paper clips
- Velcro glued to underside of desk or seat
- Variety of different-sized pens, pencils and
markers (fatter, thinner)
- Providing weight on the student’s bod
- Weighted vest or blanket; sack of beans on lap
- Rice-filled sock on lap or around neck
- Afghan or comforter (unweighted)
- Providing Alternate Seating
- Seat with arms, beanbag chair
- Cushion, “egg carton” foam
- Air-filled “fidget” cushion
- Chair with arms; chair attached to desk
Movement
- Stretching, rocking, leaving seat
- Talking, changing affiliation
- Chairs, seating or cushions:
- Rocking chair, chair with wheels
- Air-filled “fidget” cushion
- Exercise ball (with or without “feet”) used as a chair
- Stool, cushions; space to work on the floor
- Space to work standing up or kneeling on chair
- Tennis balls on feet of chairs (prevent scraping, may
reduce the likelihood of slipping if chair is tilted,
depending on surface)
- Tactile anchor or activity:
- Taking notes, writing
- Drawing, doodling
- Playing with string, bean bag or other fidget toy; knitting, etc.
- Tapping: on leg, sponge, mouse pad (or with pencil that has felt taped to the top to cushion the sound, or with pipe cleaners)
- Rubber band, exercise band or bungee cord around legs of chair (resistance)
- Styrofoam “pool noodles” cut to about 2 feet in length for students to roll under their feet.
Putting Something in Your Mouth
- Chewing
- Gum (Teach them how! Conditional on defined behavior, maintenance of environment, and proper disposal)
- Straws, other oral-motor stimulators
- Rubber surgical tubing
- Sucking thick liquid through straw
- Hydrating (drinking water)
- Food
- Crunchy—carrots, celery, pretzels
- Chewy
- Intense—peppermint or lemon drops may improve performance on tests or activities for some kids (watch for food allergies)
Making these Resources and Strategies Work!
- Choose options you can live with and those your students can handle.
- Introduce new options one or two at a time.
- Remember that different classes and different individuals may do better with different options.
- Be cautious about possible sensitivies or allergies to certain food or products (latex, for example).
- Let parents and administration know what you’re doing and why. There is plenty of research to back up these strategies. Also, collecting data to show improved behavior or performance, and having more kids on task will work on your behalf.
- Look for results: In many cases, accommodating students’ learning preference will improve their performance and behavior. If the quality of work or behavior declines, remember the phrase, “This isn’t working.” Withdraw the stimulus for the time being and look for something else (or try again at another time). This tends to work best when we can continue to make access to these privileges contingent on cooperative, non-disruptive participation by the students.
- Stay positive and flexible! We are all different in the way we learn best.
Many of these suggestions have come from various occupational therapists, physical therapists, kinesiologists, and special education teachers, among others focusing on the needs of non-traditional learners, as well as contributions from workshop participants and web site visitors. With particular thanks to Mary Sue Williams and Sherry Shellenberger and their book, How Does Your Engine Run? (Albuquerque, NM: Therapyworks, 1994) for their organization of these suggestions into the five categories listed above. See pages 117-118 for resources and information.
Visit Links page for multisensory and sensory integration resources.
Related handouts:
Stressful or Painful School Experiences that can affect learning and behavior in negative ways.
The “Ideal” Student: Kids for whom traditional classrooms are ideally suited (and why so many non-traditional learners struggle in these instructional environments).
ADHD Look-Alike Conditions in English and French
Working With Different Sensory/Modality
Strengths and LimitationsSurvey: Is Your School (or Classroom) an Emotionally Safe Place?
Supporting Kids in Crisis: Non-supportive patterns to avoid!
Alternatives to Non-Supportive Responses
Industrial Age Classrooms vs. Information Age Classrooms
Personality Types (in English and French) and Myers-Briggs Scales
Other handouts by Dr. Jane Bluestein
Complete alphabetical listing of all handouts on this site.
Articles and excerpts by Dr. Jane Bluestein
Complete alphabetical listing of all articles on this site.
Complete listing of all articles and handouts in Spanish or French.
Books, Articles, Audio and Video Resources and other Resources by Dr. Jane Bluestein
Humor and Fun: Brighten your day with fun facts, short pieces about kids, pets and work, and hilarious things kids say, do and write. Includes items you can share with kids or use as a springboard for discussions and activities.
Hire Jane: Everything you need for your next conference or professional development event
Jane’s Calendar
Click here (or on the image to the left) to see Jane’s schedule. Click here for a map with links to dates that she will be in your area.
Help support this site
The content on this site is free. You are welcome to download, copy, distribute, or use the material (with proper attribution) in any way you feel will be helpful. Your support will help us continue to maintain the site, add new content, hire translators and tech support consultants, and keep the site ad-free. Any support is much appreciated.
Direct links to free stuff on this site:
articles and excerpts • handouts • materials in Spanish and French • videos and podcasts • links to other sites and resources • ideas, tips, and experiences of other educators • humor and fun
