Module 2: Self-Regulated Learners

Sensory processing disorder (PSD) is something that many people/children with ASD
suffer with. What is interesting, it is also a stand-alone disorder that many neurotypical people
experience or people with other disabilities.
Many of us are sensitive to certain smells, sounds, sensations, etc. We have different
ways of coping, such as dimming lights, wearing sunglasses, and opening a window when smells
overwhelm. We each have ways to manage these overloads. In a classroom, there are lots of
noises and sensory-stimulation; therefore, it easy to imagine that students may find it
overwhelming. But what if you did not know how to identify what was happening to you?
What if you did not know that it was a label that was scratching you and was the source of your
discomfort, or what if you did not know how to stop the label from irritating you? It would be a
form of torture, which many people on the spectrum experience when they have difficulty
regulating during such experiences. Therefore, we can understand the importance of
environmental adaptations so that someone with PSD can learn without the interference of
sensory stimulation.
In the Life Skills classroom, we are very aware of our students and their sensory
sensitivities, and we do our best to accommodate them. We have a quiet room that blocks out
most of the school's sounds for students who are overwhelmed by noise. We also have
headphones to block out sound. However, for one student who seeks noise, we have an old
iPod loaded with heavy metal to listen to full blast when she needs to regulate. We have two
kinds of swings that all of our students enjoy, and I would go so far as to say that the whole high
school would benefit from a swing set in the courtyard for all to use. It is a very relaxing
activity. One of our students is sensitive to smells, and we (pre-COVID) gave him a face mask to
help combat the odours when they were overwhelming. There are students who seek strong
odours and sometimes, those smell seekers have less desirable habits such as sticking their
hands down their pants and smelling their fingers. For those we try to teach more socially
acceptable methods, such as essential oil roll-ons to put on their wrists to smell. We also have a
class set of weighted blankets that are so soothing when things are overwhelming.
When I was teaching in a mainstream socials class, I tried to incorporate sensory
sensitivities. For example, I would allow students who were seeking quiet to work in a break
out room across the hall or wear headphones and listen to their music of choice to block out
classroom noises. I also offered a choice of seating—comfy couches in the learning assistance
room or staying in the classroom. Also, diming the lighting, using standing lamps, or allowing for
natural light rather than the fluorescent lights.