“Spatial awareness, memory, decision-making, attention, focus, emotions – all of these things are being found to be directly linked to the cerebellum, which is the movement center of the brain. So movement has universal benefit for all kids.”

– Susan Herrick, registered music therapist

Most of us take our senses for granted. But for kids with developmental issues, using their sense of movement, hearing, touch, sight, taste or smell can be a daily challenge.

However, many schools have found an easy and rather fun way to help these children.

Susan Herrick is one of many teachers who are incorporating sensory integration into the curriculum. Her classroom and her teaching style changes lives.

From the moment her students walk through the door, they are treated to auditory stimulation. “Walk to the line,” she sings as she strums her guitar.

Whether it’s tai chi, yoga, dancing or music- once a week, these kids get a dose of O.T.- occupational therapy.

Everything they do in Herrick’s class is designed to stimulate their senses.

“Every opportunity I give them – whether it’s ‘lift that xylophone and bring it over here,’ or ‘let’s pass this medicine ball, this weighted ball for learning timing,’ they’re getting [sensory] input to their bodies,” she explains.

And that input is necessary for kids like Quint Foster – who suffer from what experts call Sensory Processing Disorder, or S.P.D.

Quint, for example, couldn’t stand the feel of certain clothes. “He didn’t like tags, didn’t like to wear blue jeans, didn’t like clothing that had tight bands around his waist,” his mom explains.

For kids with sensory issues, the world can be overwhelming. But, through O.T. they learn to cope.

“So they’re developing then, their sensory systems more,” says Herrick.

“That’s sending messages and chemicals to their brain that [say] ‘whew, I’m okay, I can relax, I can focus.’ And all of those things help with their attention and their learning.”

And this sensory integration, she says, can even help kids without S.P.D.

“Spatial awareness, memory, decision-making, attention, focus, emotions – all of these things are being found to be directly linked to the cerebellum- which is the movement center of the brain,” Herrick explains. “So the movement has a benefit for all kids.”

Herrick’s class has helped Quint. His mom has noticed he’s more at ease. “Being more comfortable within himself,” she says, “and realizing that, that kind of scratchiness to his skin and those kind of sensations were okay.”

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• Many times children with S.P.D. will respond to their surroundings with what’s called sensory defensiveness. They may fight (respond with aggression), take flight (avoid certain sensations) or freeze (not respond at all). (Sensory Processing Disorder Network)
• Two types of S.P.D. include over-responsiveness and under-responsiveness. Some under-responsive children may need more stimulation and be hyperactive in their search for more sensations. In contrast, over-responsive children may feel uncomfortable with too many stimuli. (Sensory Processing Disorder Network)
• Being aware of what your child’s sensory system is seeking will help you to have a better understanding of what they are going through – and be more able to help them. (Susan Herrick, registered music therapist)

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• Childhood Anxiety Network
• Born to Explore
• The KID Foundation

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