Sensory Circuit Activities for SEN Children

Sensory motor skills allow children to explore the world around them and learn new things. For some children with learning and behavioural challenges they may be unable to process and make sense of the sensations coming from the world around them and from their own bodies.

Sensory integration is the process by which we receive information through our senses, organise this information and use it to participate in everyday activities. A child who has difficulty organising and making sense of sensations may have difficulty learning in school, having to work harder to achieve the same outcomes as other students.

A child with sensory hypersensitivity may appear clumsy, cover their eyes or ears frequently, have difficulty controlling their emotions or focussing attention. Children with sensory hyposensitivity may bump into things, crash into other people, not regard personal space or put things in their mouths.

Some children will automatically respond to sensations which their brain cannot tolerate whether they are affected by noise, bright lights or messy play.

What is Sensory Integration?

The idea of sensory integration was initially developed in the late 60s and 70s by Dr Jane Ayres, an occupational therapist with training in educational psychology.

Dr Ayres showed how a child's brain experiences a 'traffic jam' when they lack sensory integration. The brain locates and organises sensation similar to how a policeman directs traffic. When traffic flow becomes jammed, disorganised or overflowing the brain can experience stress similar to being in a constant rush hour.

During play children develop sensory integration through body awareness, they will experience the effects of gravity and develop posture and balance. Children who have opportunities to master physical challenges can develop purposeful responses to sensory experiences.

Improving sensory processing and sensory integration for individuals with a variety of disabilities may improve feelings of well-being and help children to interact and engage with the world around them. Students may show improved awareness, eye contact, decreased self-stimulatory behaviours, greater focus and attention and appear happier.

Receiving Sensations from the Brain

When the sensory systems and the information received integrate, we receive sensations from the brain. We know what is touching our skin, the distance an object is away from us, if something is hot or cold, where our limbs are in space and so on.

When children are developing they need frequent, repetitive sensory motor experiences to assist with the development of new motor functions. Through movement practice children gain sensory motor awareness related to their own body and the world around them.

Learning to perform skills until they become automatic allows children to perform a task whilst attending to something else at the same time. Within a school setting the body and brain need to work together whether listening, sitting on a chair or using two hands.

What is a Sensory Circuit?

A Sensory Circuit is a form of sensory integration intervention. A sensory motor skills programme was initially devised by Jane Horwood (2008.) It involves a sequence of physical activities that enables children to achieve an optimal level of alertness.

Sessions last between 20-30 minutes and consist of 3 sections. The circuit should be an active, physical and fun activity which children enjoy doing. A well designed sensory circuit will support each child's sensory preferences.

Sensory Circuits should ideally be completed during the school day, first thing in the morning and possibly after lunch. The aim of a sensory circuit is to energise and settle children so that they can focus and engage better in the classroom.

Which Children Would Benefit from a Sensory Circuit?

Sensory Circuits are usually introduced for those children with an identifiable neurodevelopmental label however many children can benefit from circuit attendance, even for a short period of time. Students with dyspraxia, ADHD and autistic spectrum disorders may benefit from attendance at Sensory Circuits.

Students identified as benefitting from attending Sensory Circuits may:

• Fidget and find it difficult to sit still
• Display poor coordination and balance
• Have sensory processing difficulties recorded on an Individual Education Plan
• Experience difficulties with fine motor skills such as poor handwriting
• Be slow to begin tasks and get changed after P.E.
• Struggle with social interactions

Sensory Circuit Structure

A well designed Sensory Circuit has a simple, set structure which is split into 3 parts.

1. Alerting Section

The aim of this section is to provide vestibular and proprioceptive input through sensory based movement activities within a controlled setting. This prepares the brain for learning and the demands of the school environment.

What is the Vestibular System?

The Vestibular System also known as the movement, gravity or balance sense allows us to move smoothly. The sensory system in our inner ear provides the brain with information every time the position of the head moves in relation to gravity. This helps us to know if we are moving or at rest and also makes us aware of how fast and the direction in which we are moving.

We don't tend to notice our vestibular system working when we are functioning well, we are able to maintain our balance while we walk, run and engage in activities and we can stay upright when we stand and sit. Problems with vestibular functioning can cause difficulties.

The Alerting Section of a Sensory Circuit can provide appropriate vestibular input for both children who tire easily and often have difficulty starting tasks or children who are fidgety and find it difficult to settle who may crave lots of vestibular stimulation. Activities in this section allow fluid in the ears to move about through jumping and head movements.

2. Organising Section

This section includes activities that require multi-sensory processing, balance and timing. These activities help to improve focus and attention. A child needs to organise their body, plan their approach and do more than one thing at a time in a sequential order.

3. Calming Section

The calming activities are very important as they provide input to ensure that children leave the sensory circuit and return to their classroom calm, centred and ready for the day ahead. Activities in the Calming Section provide heavy muscle work and/or deep pressure to the body.

Suggested Activities for Each of the Three Sections

For a sensory circuit to be complete, it's key that it contains at least one activity for each of the three unique sections. Not only will this make your sensory circuit more engaging, but it will assist in the development of your children.

Speaking to our play experts, we've created a list which contains a variety of recommended activities. Try and ensure that you have at least one activity from each section to ensure that your sensory circuit is operating at it's maximum potential.

Alerting Activities

• Skipping - as children progress they can increase turns of the rope, speed of turns and number of turns without stopping.
• Bouncing on a Space Hopper - increase the number of bounces or speed. Can children manoeuvre round a set course of cones in a given time?
• Bouncing on a Trampette - increase the number of jumps. Jump whilst copying the actions of a teacher/friend.
• Jogging on the Spot - jog then sprint for 10 seconds or jog around a set track.
• Hopscotch - extend the length of the course.
• Jumping on the spot/Jumping Jacks
• Step-ups - step up and down on to a solid bench or aerobics step. Increase the speed of step ups and include arm movements.

Organising Activities

• Log roll - log roll along a line of gym mats (body straight and feet together) then commando crawl (on forearms as if under a net) back to the start point.
• Obstacle Course Balance - This could be made up of school benches (some upright, some upturned), Pentagon's Get Set, Go! Blocks and tape on the floor.) Children can be asked to move forwards and backwards in different ways and could pick up and place beanbags in targets as they travel.
• Rolling over a peanut or gym ball - with tummy down on the ball, walk hands out as far as possible without falling off and then return to the start position.
• Ask pupils to follow a series of actions such as hopping on one leg x6, clapping x5, jumping on the spot x3.
• Balance in a Wobble Board - once children can successfully balance on the board they can throw and catch a beanbag or ball with an adult/friend.
• Practise jumping/skipping over a moving rope.

Calming Activities

• Press- ups - Children can either perform standing press-ups using the wall, press-ups on the ground on all fours or full press-ups with legs extended.
• Pilates Plank Exercises - children lie on their forearms and onto their toes forming a plank. Once correct position is established children may be able to increase the duration of the hold, raise a leg and hold for a few seconds before repeating with the other leg.
• Use Weighted Resources - place feet or hands in weighted bean bags/ lie under weighted blankets.
• Allow Body to Hang - Use Pentagon's Pull Up and Roll Over Bars. Initially place a box under a child's feet so they can learn to grip and hold on without taking their body weight. Practise hanging facing the bars and away from them and gradually increase the amount of hanging time.
• Older children can stretch a TheraBand or resistance band in front of their body or above their head and repeat 5-10 times.
• Use of different fidget toys/toys with different textures.

Getting Started with Your Sensory Circuit

Every school's Sensory Circuit will look different depending on space, equipment, staff availability, the number of pupils attending and the needs of the children that are doing the circuit.

Initially a sensory circuit may include one or two activities in each section which may expand. A number of children can take part in the same activity such as skipping or an activity may involve one child with the support of a teaching assistant such as rolling over a gym ball.

Timings may differ but 45 seconds to 1 minute on each activity keeps the circuit moving, maintains children's alertness and allows the sensory circuit to be completed within 20-30 minutes. A whistle, instrument, spoken command or visual prompt can be used to move children from one activity station to the next.

If a circuit is catering for multiple children who have different sensory needs they will need to be able to access the most appropriate activities for them. The circuit could be colour coded with coloured numbers or cones to show children which activity they should move onto next. Pupils could be given their own individual activity schedule which clearly shows them which activities they should go to in the circuit.

Reviewing the Success of a Sensory Circuit

It is important for staff involved in the running of the circuit to collect information from class teachers, parents and the children themselves. Is the sensory circuit helping to achieve targets set? Are there noticeable difference in behaviour since starting the circuit? It can be beneficial to stop the sensory circuit for a week or a few days in order to note any noticeable differences in pupils behaviour.

Children can be asked: 'What do you think the Sensory Circuit helps you with? What is your favourite part of the circuit? Parent and pupil questionnaires can be a quick and useful way of gathering key information.

Half-termly review meetings with school staff allow for discussion of individual children and their targets. If children have achieved their targets they may no longer need to attend the circuit but can be welcomed back if required. For some pupils they may need more sensory input and physical challenges during the circuit in order to progress.

Successful Sensory Circuits have been proven to allow children to be in the optimum state of alertness, ready for learning. Pupils may show greater focus and attention with an improved ability to settle down to work.

Not only are pupils more alert and focussed, they may also develop physical skills and improved self-esteem. Participation in a sensory circuit is a great way to both energise and settle many children including those with SEN into the school day.