Supporting Sensory Processing Needs in the General Education Classroom

Description

Have you ever had a student whose behaviors seem puzzling, inconsistent, or hard to manage despite your best efforts? How can you tell when a student's challenges are rooted in sensory processing needs rather than motivation or behavior? Many students in general education classrooms experience sensory processing differences that affect attention, self-regulation, and academic engagement. These needs are often underidentified and may be mistaken for behavioral issues, leading to frustration for both students and teachers. Understanding sensory processing is a critical step toward creating inclusive, supportive learning environments where all students can access instruction. Join Melissa Mann for this practical, research-informed workshop focused on supporting sensory processing needs in the general education classroom. Educators will explore the foundations of sensory processing and self-regulation, common sensory profiles seen in school-age learners, and how sensory modulation impacts classroom behavior and learning. This course will also provide realistic, classroom-ready strategies—such as environmental adjustments, movement opportunities, and instructional accommodations—that can be seamlessly embedded into daily routines to support regulation and learning.

Objectives

1. Identify key concepts related to sensory processing and self-regulation.
2. Explain how sensory modulation influences student behavior and engagement.
3. Implement sensory-based strategies and accommodations in classroom routines.
4. Distinguish sensory-based needs from behavioral or motivational challenges.
5. Assess classroom environments and practices for sensory accessibility.
6. Design a plan to embed sensory supports that promote student regulation and learning. "‹

Key Take Aways

• Recognize how sensory processing differences impact attention, behavior, and academic performance.
• Identify sensory-based indicators that may be misinterpreted as behavioral concerns.
• Apply evidence-informed sensory supports and accommodations within general education settings.
• Evaluate classroom practices that promote regulation, accessibility, and inclusive instruction.