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Creating a classroom constitution at the beginning of the school year can provide students a chance to determine how the classroom will function. As evidenced, classroom management is essential to learning. I have a select group of students who demonstrate atypical behaviors that disrupt their learning as well as their peers. They may have difficulty integrating information from their senses. As a Speech Language Pathogist and Special Education Department Chairperson I have a responsibility to ensure that my students succeed in the general education setting. My goal is to create a classroom space that students could utilize to calm their senses and minimize the disruptive behaviors that interfere with learning. Our school is small and our professional staff is limited. I believe our school would benefit and thrive from a sensory resource area. I would like to create a resource room filled with an environment that allows students to regroup and calm their behaviors. Students who are diagnosed with Attention Deficit Hyperactivity Disorder, Autism, Opposisional Defiant Disorder, etc. are often unable to control their impulses. The classroom environment can be overwhelming and over stimulated which leads to them acting out. Creating a sensory room filled with lights, colors, sounds, sensory soft play objects, weighted vests, and aromas all within a safe environment allows students to explore and interact without risk. The sensory items I have selected (light table, geometric shape forms, desk figet bands, fiber optics ceiling light with sound, brick wall panel, blocks for wall panel, balance stepping stones, noise canceling headphones, weighed lap pad, figet bands, ocean wave projector, liquid motion timers, and soft foam scrubber brushes) are tools that help minimize anxiety, increase focus, and calm the senses. To summarize, a sensory resource room will allow students to regulate their behaviors to enhance academic performance and participation.
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