That is, the language used by teachers to impart knowledge. In giving instructions or explaining topics, teachers and parents need to be mindful of what is known as the language of discourse. It’s potential to increase a child’s focus makes it an effective tool for working with children with auditory processing skills.Īpart from overloading visual and auditory systems, the complexity of language needs to monitored to ensure children are not confused by lengthy instructions and explanations. MyBurrow’s® flexibility allows its easy relocation to a quiet area. Other interventions may include changing seating position, or if appropriate, use of noise cancelling headphones. If you are concerned about excessive noise, a chat with the teacher may be all that is necessary to adjust the situation. The regulation of auditory stimuli on the child is the responsibility of everyone dealing with that individual. Within the classroom, the sources of auditory stimuli include overhead fans, physical movement of bodies around the room, shifting of furniture, the background noise of students talking and noise from nearby classrooms and shared spaces. Within the school we have the nefarious loud speaker, fortunately many schools now have intercoms (which also have their problems). Outside factors include, traffic noise, construction, the physical number of people within the grounds, the physical location of the air conditioners and the proximity of classrooms and teaching blocks to each other. When looking at ways to address the regulation of auditory stimuli, the total picture within and without the classroom needs to be considered. noise from vehicles, parents, students and staff around the school. There has been a rapid increase in the size of schools, and hence the consequent increase in the associated “traffic.” E.g. It is not uncommon for 5-6 students of a mainstream classroom to have been identified with auditory processing difficulties. The increase of children who have had auditory processing assessments reflect the impact of increased auditory stimuli in the school environment. This is most useful for children who have issues with bright lights and who have difficulty with spatial awareness, ie limited perception of personal space. All worksheets and textbooks need to be appropriately set out and mindful of the child’s visual ability.Ī tool such as MyBurrow® allows a child to work in a visually defined space, thereby reducing the amount of extraneous visual stimulation. It can also be used to indicate the beginning and end of a worksheet. For example, in a special school this may facilitate the location of a pictorial presentation of instructions as well as the correct sequencing of a task. GO is placed at the beginning of when work begins, and the end is cued by the red STOP button. A green go sign with the word GO inside the same sign shape. A red stop sign with the word STOP inside the stop sign shape. One example of a simple strategy that may be used within the classroom are stop/go buttons. This may include highlighting information using colour, shape and visual representations. Use of visual cue systems assist with organisation of information in and around the room. Desk, seating spaces and walkways need to be well defined. The organisation of the classroom is a major factor in how easily and quickly the child can process what is happening within the room. Visual stimulation within the classroom may be static or mobile. Aware parents watch what is happening around the school at various times throughout the day. Visual stimuli extraneous to the classroom, includes movement around the school, school traffic moving past the classroom and school walkways. In the school environment those working with children need to be mindful of the visual stimuli from both outside and within the classroom. This discussion focuses on what happens when a child is unable to regulate incoming visual, auditory and language stimulation.Įxcessive visual stimulation occurs when there is too much in the child’s visual field for the brain to process and comprehend. For example, a baby is unable to see the outline of face for the first 7-10 days of life. As with all stimulation the child’s ability to filter and process input is developmental in nature. Although sensory information impacts all senses at all times, it is when the stimulation of one or more of the sensory areas reaches a point where it is too much for the brain to take in and control. These behaviours are indicators of the child’s possible difficulties with regulating incoming sensory information.
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