In a previous blog post, it was stated that Sensory Modulation Disorder can be divided into three subcategories, Sensory Over-Responsivity, Sensory Under-Responsivity, and Sensory Craving.  In this, the final blog post regarding Sensory Processing Disorder, the topic of Sensory Craving will be discussed.

A child who is sensory craving, also sometimes referred to as sensory seeking, seems to require muc...

Within Sensory Processing Disorder there are subcategories, with one of these being Sensory Modulation Disorder. This subcategory can be further divided into three additional categories: Sensory Over-Responsivity, Sensory Under-Responsivity, and Sensory Craving. Characteristics of and supports for Sensory Over-Responsivity were discussed in a previous blog post. Today’s post will address one of the mo...

A previous blog post provided a brief overview of sensory processing.  As mentioned in that post, everyone has “sensitivities” to various sensory inputs; it is when these sensitivities become so severe that they interfere with a person’s ability to engage in day to day activities that they are deemed to be a sensory processing disorder. 

This post will begin a discussion that will continue in...

A conservative estimate regarding Sensory Processing Disorder (SPD) is that one in every 20 children is affected.  This number increases dramatically when speaking of children with Autism, whereby the number increases to at least nine out of ten children.  Yet, with numbers like these many people are unaware of SPD, the common characteristics, and most importantly, methods to support children who are...

When I was teaching and told a parent that her child did not qualify for Special Education but might instead qualify for support under Section 504, a very common response was, “What is Section 504?”  The next question was often, “How can my child qualify for this if he does not qualify for special education?”

Texas Project First provides a concise explanation, “All students who qualify for special educ...

Two terms commonly used when speaking of children receiving Special Education services are accommodations and modifications.    People often mistakenly use the terms interchangeably, but in reality they have very different meanings and ramifications.  

Accommodations do not change the content or difficulty level of the material being learned; rather, they provide support to the stud...

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Training Spotlight

1st-3rd grade educators worked together to learn engaging ways to develop number sense. Students will develop fact fluency while playing games that use their number sense strategies. By learning their facts in this way, students are not merely memorizing, but rather learning to work with numbers flexibly.  “Low achievers are often low achievers not because they know less but because they don’t use numbers flexibly – they have been set on the wrong path, often from an early age, of trying to memorize methods instead of interacting with numbers flexibly.” Jo Boaler,  Stanford University, 2009


April 8, 2019

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