Page 12 - 2021 - 01 - CCS InTouch - web_Classical

Sensory is Powerful meltdowns and ag-
gressive behaviour.
by Ms. S. Knevel
This is where
“Growth and development depend upon a sensory rooms
continued narrowing of the relationships can become so
between a child and his environment.” effective.
–Maria Montessori
Sensory rooms
It is a common practice within the edu- were invented in
cation system, specifically in the primary the 1970’s by two
grades, that involving all of the students’ Dutch psycholo-
seven senses (touch, taste, sound, sight, gists: Ad Verheul
smell, balance, and spatial awareness) and Jan Hulsegge.
is crucial in their development and They were originally
learning. But what often gets overlooked called “snoezelen”
is how these senses can determine rooms, combining
and impact a child’s behaviour; specif- the Dutch words “snuffelen” and “doezel-
ically in those with autism and sensory en,” meaning sniff and snooze. The idea
processing disorders. Students with behind the sensory room was for people
these exceptionalities often need to be with exceptionalities to be exposed to
stimulated in order to focus, manage be- different forms of stimuli to expand their
haviour and anxiety, improve motor and sensory perception and calm their bodies.
cognitive skills, and learn how to socially Today, they are often used to manage
interact with their peers. This comes stress levels, de-escalate aggressive
from an inability to process information behaviours, and meet the specific needs
and their environment normally. Many of of a person’s “sensory diet.”
these students can exhibit a variety of
hypersensitivity (extremely reactive to As Calvin Christian School continues to
stimuli) and hyposensitivity (under-sensi- strive to be accommodating and accept-
tive to stimuli) tendencies. For example, ing, and to celebrate the unique differ-
someone with hypersensitivity tenden- ences of every student, it has become Personally, it has been a privilege to
cies may become distressed with loud apparent that creating a space that could have helped create this room for a
and repetitive noises, bright lights and meet the sensory needs and support the student I work with. The sensory room
colours, certain textures and touches, learning of specific students was neces- is supporting the development of her
fast movements, and strong scents and sary. A conference room with a table and verbal and motor skills, and it has cre-
tastes. Someone with hyposensitivity some chairs became the perfect space ated a safe space for her to engage in
tendencies may become excited about to hang some visually stimulating lights, organic social interactions with her peers
loud music and overly animated talking, add some movement based equipment, that would not have been possible in
tickling and deep pressure touch, oral and incorporate some developmentally the classroom. This, combined with the
exploration, vocal stimulation, and re- appropriate activities. With the help school’s enthusiasm to educate ALL of
petitive and fast movement. As you can of these students’ parents and their God’s children, despite their differences,
imagine, the classroom environment can Paraeducators, the room became an continually emphasizes the wonderful
become very overwhelming to students anxiety-calming, socially interactive, safe community of CCS. This is something for
with sensory needs, often resulting in space. which we can all be truly grateful!

Harry & Sue Blunt

Brian & Kathie Bezemer

bezemer@bkprinting.ca
905.570.1119

321 Anchor Road, Unit 6
Hamiton, ON L8W 3R1

12 inTouch February 2021
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