The preschool or elementary school child who has sensory processing issues will spend much of her day with one teacher. From year to year, she will work with some of the same teachers and therapists or other professionals (if she receives special education services). However, when getting to know the team that will help your child at school, don't forget to meet and speak to the other adults she'll be interacting with. If your child has had difficulty before with a special class such as physical education or art class, it's a good idea to speak to this specialty teacher at the beginning of the school year to establish ways that he or she can help your child function better in class. If your child is receiving OT services or help on a consultation basis, your OT can help you and the teacher come up with solutions and strategies for helping your child with this particular class and its environment.
As soon as possible, get a hold of the school day schedule for your child and note when particular classes are held. Often, sensory kids have difficulty with transitions, so settling down for a class held after recess, physical education, or lunch time may be difficult. Your child may be able to stay focused and cooperate in computer lab far better if she has some sensory diet activities to help her focus after the intense stimulation of being on the playground. Similarly, she may be fine with physical education first thing in the morning after walking to school or getting a little playground exercise to perk her up, but have difficulty shifting to physical activity after independent reading in a quiet classroom.
If your child will be receiving services from a new therapist, you might ask if she'll be attending the school orientation, where you can talk about what she does in general, or you might ask if you can schedule a conference or talk with her.
Write a letter or have a conversation with her teacher before school starts or shortly afterward. If she's too busy for a conversation, then email her or write her a letter for her to read at her convenience. Although therapists and teachers read IEPs, these legal documents don't always do the best job of communicating how your child actually functions in the school environment.
Of course, some kids with SPD don't have an IEP because they don't receive services. If you feel your child's sensory issues are interfering with her learning and socializing at school, or if you suspect she has a developmental delay or learning disability, you can request an evaluation. It's a good idea to follow up a phone call with a written request sent by certified mail. Keep a copy of the receipt in a file folder where you can keep all your notes on conversations and challenges your child is having, and be sure to follow up to make sure your request doesn't accidentally fall between the cracks. Outside evaluations you have had done privately have to be considered by the school. However, the school may require their own evaluations, done by professionals of their choosing (for example, the OT for the district who would be providing services).
Because the beginning of the school year is a very busy time, be sure to find out from the school team members what's the best way to communicate with them and when they're available for phone calls or meetings. Make notes and keep them in your folder on your child
Be sure to attend parent orientation, which often happens quite soon after school starts. It's good to not only have a sense of what's expected of your child academically but what that individual teacher's policies are regarding behavior, discipline, snacks, and breaks for the class (such as recess times) and for individual students (to go to the bathroom, to regroup in a quiet place, etc.-these are very important for the child with SPD.) Parent orientation often offers a chance for you to meet the specialty teachers as well, and to learn what's new this year, such as a new approach or policies.
Also, if there's a school handbook of policies, read it. In fact, read it or skim it every year if you can, as something may have changed or you may have overlooked something that you need to discuss with the team given your child's challenges. A "zero tolerance" aggression policy isn't going to work with a poorly regulated child who still regresses to biting or hitting when under extreme stress, for instance. A "no sweet treats" policy may make it difficult to give your child the oral comfort of a juice box to suck from or a chewy, sweetened granola bar. Such policies will have to be discussed with the team so that your child won't have such a difficult time following the rules that she ends up in sensory overload.
Be open minded and positive about your child's experience this year but at the same time, pay attention to warning signs that some policy or procedure may pose a problem. Discuss it with your child if appropriate. Then talk to the teacher. No one wants the school year to start with your child coming home with a long face or detention slip because he wasn't able to conform to the expectations. By getting to know the team and helping them get to know your child, you can help your child to have an easier, more pleasant transition to the new school year.
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copyright (c) 2012 Nancy Peske
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