More sensory strategies . . . Tactiles, (continued) proprioceptive, and vestibular

 The Tactile System

      The tactile system functions as both a protective sense and a discriminatory sense. The protective sense alerts a child to danger (e.g., hot/cold). The discriminatory sense provides information to the child about the quality of objects in the environment (e.g., soft/hard, rough/scratchy/smooth). Children can be over-responsive, under-responsive or combine a little bit of both.  This means that children can seek out things to touch, avoid textures because they are bothersome, or completely unresponsive to touch.  Some children, like those with visual impairments, benefit significantly from increased tactiles in the classroom.  This post will include a variety of tactiles that are designed for tactile learners and sensory needs.

Tactile Literacy

    

     It is hard to see in the photo but the letters on these cards are made of sandpapers.  These cards are above preschool level, (I used them with my Kindergartener) but they also make sandpaper alphabet cards.  These cards are great for children who are tactile learners because they can trace the letters with their fingers.  *Tactile strategies are often ideal for children with visual impairments

     Magnetic letters.  These are so simple, but again, they are something that children can explore with their hands.

    Credit:  This product is from Handwriting Without Tears.  This is great because the model is on the board and children use the dough to make the letter.  You could modify this activity for children with visual impairments by making the letters tactile.  (See above: sandpaper letters)

     Tactile labels:  This type of label is good for children who are not yet able to match an object to a picture.  It is also an accommodation that can be used for children who are visually impaired.

     Tactile display boards:  These are great for kids who need to explore with their hands.  You can make simple texture boards, but these are color sorting tactile boards.

     Tactile games:  This is a magnetic tic-tac-toe game.  Each piece is made of foam and has a rough surface.


Moving on . . . .

     Proprioceptive

      This is another “hidden sense” that takes in information from the environment and sends it to the brain. It is registered by receptors located in muscles, tendons, ligaments and surrounding joints. The proprioceptive system tells the brain where body parts are and what they are doing in relation to each other and objects – in particular, at times when vision is occluded.

     For example, this system helps children to subconsciously know the exact amount of force needed to throw or kick a ball, to reach for a toy/pencil, to write/draw or to just sit in a chair. The proprioceptive system is closely linked to the vestibular system. Both work together to help the individual know exactly what is happening within the body and to the body as we move through space and interact with our environment.

     Proprioceptive input, a name for therapeutic heavy work or deep pressure to the muscles and joints, can be both calming and alerting to the nervous system. Unlike other sensory input, it is rarely overloading. It can improve a child’s body image, muscle tone and physical strength.  (Credit:  http://www.sensory-kids.com/sensory_systems.html)

   Here are some ideas for proprioceptive activities and adaptations that I use in the classroom . . .

Carrying objects, such as...

• groceries (in pretend play area)
• child sized backpacks
• stacking or moving chairs/books
• watering can/hose
• ANYTHING with weight to it

Using a weighted lap pad or weighted blanket

Weighted blanket (Note:  The blanket should be no more than 10% of a child's weight) Weighted blankets are typically used at bedtime and are used at the recommendation of an Occupational Therapist.

Weighted lap pad:  You can buy them commercially, but this one was hand made of fabric and poly pellets.  These can be helpful (for some kids) who have difficulty sitting still in circle or during table activities. 

Pushing or pulling objects and activities, such as...

• filled toy shopping cart
• mop/sweep floor with a kid's sized set
• toy vaccuum
• raking leaves, dirt etc. using a kid's wheel barrow
• putty or play dough
• pushing/pulling self or others on a jumbo scooter board

Scooter board

• Theraband or Lycra circle band  (I made the one pictured below out of lycra from a fabric store.  You can use it for circle time games)

• riding bicycles or scooters

Jumping and bouncing on/with items, such as...

• on a child sized trampoline
• on a crash pad

(Crash pads can be purchased at Amazon, Discount School Supply, etc)

Vestibular

     Young children need to move! For some it is difficult due to fears, for others they just can't seem to get enough.  You can provide movement activities through your everyday curriculum such as music and movement in circle and outdoor playtime. 

The following are some suggestions to enhance your classroom movement experiences...

• swings (indoor or outdoor)
• ride on toys  
• seesaws and teeter totters
• therapy balls (Yoga balls)

• with a jump rope
• a hopping ball
• Music and movement in circle time

 Coming up:  I have covered visuals in depth so the next post will touch on sight and cover the senses smell, taste, and hearing.