Managing Sensory Processing Disorders in an Early Childhood Classroom: Evidence-Based Strategies for Teachers.
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| Title: | Managing Sensory Processing Disorders in an Early Childhood Classroom: Evidence-Based Strategies for Teachers. |
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| Authors: | Raevsky, Marketa1 (AUTHOR) RAEVSKY@etsu.edu, Nabalta, Cassandra A.1 (AUTHOR), Atiles, Julia T.1 (AUTHOR) |
| Source: | Early Childhood Education Journal. Dec2025, Vol. 53 Issue 8, p2885-2893. 9p. |
| Subject Terms: | *Sensory disorders, *Early childhood education, *Child development, *Emotion regulation, *Teaching methods, *Teachers, Sensorimotor integration, Empirical research |
| Abstract: | 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. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | 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. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10823301 |
| DOI: | 10.1007/s10643-025-01904-z |
