Classroom Accommodations for Students with Slow Processing
If your child is a slow processor due to sensory processing challenges, you may want to ask their teacher to make classroom accommodations for them. Whether your child has auditory or visual processing disorder (or another type of processing disorder), they can have an easier and more enjoyable classroom experience if the teacher is able to make change specifically tailored to their difficulties. Here are some classroom accommodations for students with slow processing for an improved learning experience for everyone involved.
Students with sensory processing disorder can benefit from having two sets of textbooks: one they keep at school and one they keep at home. This can help continue the learning process even if your child has trouble remembering to bring his things back and forth.
Many students with sensory processing issues are calmed by weighted lap pads. Consider asking teachers if your child can sit with a weighted lap pad to help them calmly focus during class.
Earplugs or Headphones
If your student is particularly sensitive to sounds, ask a teacher if he can wear headphones or earplugs. Offer this student more instructions in written form, and help him tune out unnecessary noise so he can be comfortable and focus.
Whiteboard or Chalkboard
If a lesson is being taught aloud, ask teachers if it is possible to also write notes and instructions on a whiteboard or chalkboard. If a student has an auditory processing disorder, the visual notes will help ensure that he can take in important information from the lesson.
Allow a Classmate to Take Notes
If your child has a hard time taking notes and listening at the same time, ask the teacher if it's possible to have a classmate take notes for your student. That way, your child can devote his undivided attention to listening, and can later refer to the notes from another child who was present.
**Results based on a parent evaluation form filled out pre and post-program where the parents ranked a set of statements about their child, on a scale from 0-10 (0=not observed/does not apply and 10=frequently observed). Statement: Child has difficulty learning in school – 42% improvement for avg. student (2015-2018, data for 4,069 students where parents reported this issue).