Diverse Learners PD: 13/08/19

Led by Jo and Lynne - link to their slideshow.
Sensory Support Strategies and Heavy Work Activities for Kids (see desktop Word docs).
Lynne's role (as the 'ambulance at the top' rather than at the bottom) and the project described.
Lynne's equipping us to manage with all sorts of diverse learners.
What pushes your buttons? Video clip of Sheldon in his new office (we're all sensitive to certain sensory inputs; mine different to those of others)

• clicking pens 
• certain smells
• sniffing

The other three senses:

• Vestibular: ability to maintain balance (difficulty sitting still, motor planning, problem solving organisation skills, poor handwriting, they'll walk right through the middle of a group without realising)
• Proprioceptive: ability to sense the position, location orientation and movement of the body and is part at any time (our sense of position in space location and orientation of our body and the way it moves to do with the receptors that run through joints and muscles; work on heavy work activities to support with this - there are 40 heavy work activities - if in doubt give these activities to anybody - these are the children who chew on anything, who hide in spaces slot themselves in between two pieces of furniture- give the tightest of hugs - sit and hug their knees - put their arms up inside their sweatshirt - rough play crashing and banging jumping off furniture - heavy work is calming for them - if unsure you can't go wrong with heavy work - handwriting again very tight grip on the pencil press very hard)
• Interoceptive: provides info about our internal sensory system (body awareness - managing self - important for children to develop that awareness)

Children who have experienced trauma may show ASD behaviours (as well as children who have FAS).

Lynne interested to know how we're finding the use of the interoception activities - where are you noticing that stretch? next time see if you can feel it where your friend felt it. Guided noticing. Emotional regulation: for example, you're feeling scared - what happens when you feel scared? What is happening to your body? Take it to the next level.

Captain Lighthouse (youtube clip): message that if it's not working then we have to change something/divert our course. We can't keep doing what we keep doing, otherwise nothing will change.

Strategies for the three other senses:

Vestibular: wobble stool or cushion, hanging upside down, rocking on a Swiss ball, yoga activities, sitting on a spinning chair - this gives them the sense of what they need

Proprioceptive: heavy work, running jumping swinging climbing

Interoceptive: guided noticing of what our bodies look sound and feel like - calming activities; visual prompts to drink toilet, jackets, social stories re emotions, tracking how a student feels throughout the day

Lynne is setting up a system whereby we can access ideas as and when needed. Impt to notice that if another child is displaying the same behaviours as one who has already had support, try using the same activities for that child.

Also be aware of those children who may not have eaten, slept well, be feeling pain or sickness.

Think of a child and come up with a takeaway to try tomorrow: how are this child's sensitivities displayed? What is one strategy you could try tomorrow? Remember something may not work the first time, but it's worth persevering, rather than dismissing after the first (failed) attempt.

Dorinda thought of trying sorting as a calming activity. Might this work for A? 

Teaching For Positive Behaviour (find this!). An amazing resource.