This is the final article in a series of three exploring the impact that differences in sensory processing abilities are having within the classroom.
In article one, we looked at the reality or otherwise of sensory needs, and in article two we looked at explosive sensory behaviours – and how not to react to them (see further information).
In this article we are going to explore low-level “niggly” sensory behaviour before ending on a high by considering the opportunities within the sensory world to boost engagement in learning, not just for those with sensory needs but for everyone.
Have you ever struggled through a school day with a bad headache? Was your ability to get on with your colleagues impaired by the pain you felt? Did you cope less well with the everyday stresses and strains of your job? Were you more likely to snap at students? Did you very much need to get away from it all when you got home? Perhaps you held it all together until you got home before taking it all out on your nearest and dearest?
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