| Hi Kelly,
I have been doing a DEEP dive into the literature and research databases to find evidence to support what I already know to be true based on my clinical and personal experience.
Why does research and evidence matter? Because people who push back against providing certain accommodations in the classroom will have less ammo when we can point to the research.
Thanks to my most recent productive ADHD side-quest (IYKYK), I have found some great pieces of evidence that can help illustrate the importance of creating a neurodiversity inclusive classroom.
However, keep in mind that most of the research focused on the autistic neurotype. Even if your particular child doesn’t have an Autism diagnosis, it’s fair to apply the same concepts since sensory challenges and attentional challenges can exist in other neurotypes as well.
I’ll share some stand-out findings below.
- Sensory Processing and Attention:
- Autistic students often experience sensory overload due to their heightened sensitivity to environmental stimuli, such as noise, light, and tactile input. Bright lights, loud noises, and crowded spaces negatively affect autistic students' ability to focus and learn.
- These students may struggle with maintaining attention, filtering out irrelevant stimuli, and focusing on tasks, which can negatively impact their academic performance.
- Predictable sensory stimuli can be more manageable, but unexpected stimuli (e.g., fire alarms, crowded corridors) are particularly distressing.
- Impact on Learning:
- Sensory differences cause significant distractions and anxiety, disrupting concentration and participation in classroom activities.
- The combination of sensory processing and attention differences often leads to a gap between the students' intellectual abilities and their actual academic performance.
- Sensory and attentional challenges can result in behaviors that are perceived as disruptive, such as fidgeting, zoning out, or experiencing meltdowns.
For me, reading through the research gave me a sense of validation. Like, no, these aren’t ground-breaking findings, BUT seeing it laid out and written in an academic journal is so gratifying. (Or am I just nerding out!?)
But the ultimate cherry on top? When the literature then discusses implications for practical, classroom adaptations. Here’s the gist of that:
- Allowing students to have some control over their sensory environment (e.g., using sensory tools, choosing quieter areas) can improve their ability to cope and learn.
- Increased training for teachers on sensory processing issues is essential. Understanding each child's unique sensory needs can lead to better support and learning outcomes.
- Creating a sensory-friendly classroom with reduced visual clutter, using softer lighting, controlled noise levels, access to sensory tools and fidgets, and flexible seating options can significantly benefit autistic students.
- Tailored interventions that address each child's unique sensory and attentional needs are crucial. These might include scheduled sensory breaks, personalized learning plans, and the use of visual aids to maintain focus.
- Recognizing sensory and attentional issues early and providing appropriate interventions can improve the long-term academic and social outcomes for students with ASD.
- Working with occupational therapists and other specialists can help in developing and implementing sensory-friendly classroom strategies.
It goes without saying, but I’ll say it loud and clear: teachers are not at fault here. Teachers need more resources (funds, time, energy, admin support, better student:adult ratio, etc). This is something you and I don’t have ultimate control over.
But that doesn’t mean we have to sit back and just watch our kids struggle.
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