In addition to the strategies suggested in the Cognition and Learning section, the following may be of help.
- Develop children’s core stability e.g. wobble cushion, exercises and games
- Ensure correct seating position with appropriately sized table and chairs. Practitioners to discuss any specialist equipment needs with the most appropriate professional.
- Provide physical activities to support development of gross motor skills e.g. throwing, catching, hopping, scootering, riding a trike etc. In addition, offer opportunities for children to cross the mid-line such as waving scarves, ribbons, pom poms etc.
- Provide a variety of opportunities for mark making, such as water and paint brushes, mud and sticks, wet and dry sand before progressing on to using more formal mark making tools such as pencils/crayons etc. Pencil grips and/or sloping boards may support the use of these more formal tools.
- Develop fine motor skills e.g. hand and arm exercises, such as dough disco, specialist scissors, pegboards, threading, play dough, pincher grips activities e.g. pegs onto washing line or sorting with tweezers.
- Provide sequencing and organisational skills e.g. first/next boards, visual timetables and clear and consistent routines.
A sensory checklist for the classroom and individuals can be found on the Autism and Social Communication Advisory Teams WIKI, under the resources for schools section (scroll along to sensory processing).
Last updated 30 November 2020