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<p>Sensory processing disorders are recognized as a condition where the brain’s sensory systems struggle to integrate sensory information. An individual with sensory processing disorders exhibits atypical (exaggerated or muted) response to sensory stimuli such as loud noises, unfamiliar textures, or being touched. It is estimated that between 5-16% of children have sensory processing disorders. Therefore, many teachers interact daily with children who struggle to self-regulate due to their sensory processing difficulties. This article synthesizes the literature on symptomatology, prevalence, and prognosis of sensory processing disorders. Next, we highlight how these symptoms may manifest in the early childhood classroom and provide practical, evidence-based classroom strategies for educators to help children cope with sensory processing challenges.</p>

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Managing Sensory Processing Disorders in an Early Childhood Classroom: Evidence-Based Strategies for Teachers

  • 期刊论文

  • 发表日期：

    2025年4月1日

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  • Marketa Raevsky,
  • Cassandra A. Nabalta,
  • Julia T. Atiles

摘要

Sensory processing disorders are recognized as a condition where the brain’s sensory systems struggle to integrate sensory information. An individual with sensory processing disorders exhibits atypical (exaggerated or muted) response to sensory stimuli such as loud noises, unfamiliar textures, or being touched. It is estimated that between 5-16% of children have sensory processing disorders. Therefore, many teachers interact daily with children who struggle to self-regulate due to their sensory processing difficulties. This article synthesizes the literature on symptomatology, prevalence, and prognosis of sensory processing disorders. Next, we highlight how these symptoms may manifest in the early childhood classroom and provide practical, evidence-based classroom strategies for educators to help children cope with sensory processing challenges.