French Squared Social Enterprise CIC Welcomes you to the: Differential Learning Conference

1. French Squared Social Enterprise CIC Welcomes you to the: Differential Learning Conference

2. 5 plus 2:The Sensory Motor Foundations For Learning Lucy Nolan Occupational Therapist

3. Aims Introduction to sensory processing Overview of sensory systems Modulation Praxis Questions

4. What is Sensory Processing?

5. Sensory Processing The ability to register and modulate sensory information and to organise this sensory input to respond to situational demands (Humphry 2002). How we take in, process and respond to the information we get from our bodies and the world around us. Unconscious process. Occurs in the brain and nervous system. Allows us to respond appropriately and adapt to our environment. Needed for development and normal function. Foundations for motor skills, behaviour and learning.

6. Computer Analogy Sensory Integration • The only input into our brains is through our senses. • To get the right output we need the right input. • Sensory processing difficulties are not a problem with receptors but with the processing of the information in the brain. Input Output Information from senses Praxis Attention Learning Social skills Emotional - intelligence Self regulation Self esteem

7. Our Senses: 5+2 Hearing (Auditory) Vision Taste (Gustatory) Smell (Olfactory) Touch (Tactile) Vestibular Proprioception

8. Visual Chiles in Smith Myles et al. (2000) • Rely most heavily on our visual system. • Works closely with vestibular and proprioceptive systems. • Important for: • Identification of objects and differences in the environment • Orientation, localising and tracking • Motor coordination and posture • Arousal and attention • Emotional tagging • Motivation (Lane in Bundy et al. 2002)

9. Auditory Chiles in Smith Myles et al. (2000) • Has a big impact on arousal levels because of the brain structures involved in processing. • Important for: • Identifying location of sounds • Orientation of head, eyes and body to sound • Communication • Attention (Lane in Bundy et al. 2002)

10. Gustatory (Taste) Chiles in Smith Myles et al. (2000) • Provides information about different tastes e.g. sour, sweet, salty, bitter and umami (meaty flavour). • Olfactory system (smell) plays a major role in taste, when nose is covered food tastes bland. • Important for: • Ingestion – initiates, sustains and terminates • Caregiver and infant bonding • Protection from noxious substances • Attraction to potentially nurturing substances (Lane in Bundy et al. 2002)

11. Olfactory (Smell) Chiles in Smith Myles et al. (2000) Provides information about different types of smells. Closely linked with emotion and memories due to brain structures involved in processing. Preferences develop through learned association. Closely linked with taste (gustatory) (Lane in Bundy et al. 2002)

12. Chiles in Smith Myles et al. (2000) Tactile (Touch) • Different types of receptors in skin, greatest density in mouth, hands and genitals. • Two Nervous System pathways: • Protective pathway carries information about temperature, pain and crude and light touch. • Discriminative pathway carries information about touch, pressure, vibration and proprioception. • Important for: • Social, emotional, physiological and neurological development • Identification and labelling of objects (with visual system) • Attachment • Body scheme and spatial awareness • Motor planning • Learning and academic abilities (Lane in Bundy et al. 2002)

13. Chiles in Smith Myles et al. (2000) Vestibular • Detects: • Linear and rotational head movement • Gravitational pull • Speed and direction of movement • Has a big influence on arousal levels. • Important for: • Unconscious awareness of position and movements • Extensor muscle tone • Postural control • Balance • Stabilisation of visual field during movement • Spatial orientation • Fight or flight preparation (Lane in Bundy et al. 2002)

14. Proprioception Chiles in Smith Myles et al. (2000) • Receptors in muscles and joints detect: • Muscle stretch • Tendon tension • Joint movement and position • Provides a complete body scheme in brain (sensory homunculus). • Important for: • Body awareness • Postural skills • Muscle tone • Timing and grading force • Arousal, self regulation and attention (Lane in Bundy et al. 2002)

16. Sensory Modulation

17. Modulation Physiological process involving balancing excitatory and inhibitory inputs according to the environment. Like a filter. Allows us to only attend and respond to relevant sensation. This physiological process can then be observed behaviourally as responses that match the demands and expectations of the environment. Allows optimal arousal – calm and alert state – which is crucial for functioning. (Lane in Bundy et al. 2002)

18. Calm and Alert State (Saunders 2005)

19. Over-responsiveness(Low Threshold) Negative reaction to bright lights. Sensitivity to loud noises, easily distracted. Dislike of strong smells or have toileting difficulties. Restrictive diet, likes bland food, dislikes certain food textures, sensitive to hot and cold. Withdraw from touch, dislike messy play, dislikes grooming activities, dislikes textures or fabrics, difficulty standing in line close to others. Dislikes activities where feet leave ground or head is upside down, avoids movement or playground equipment, travel sickness. Some examples include:

20. Under-responsiveness(High Threshold) Stares at people or objects intensely, stares at lights, flicks hands or objects in front of eyes. Appears not to hear when spoken to, seeks out noise or noisy environments. Likes strong tastes. High pain or temperature threshold, touches people or objects more than expected, does not notice messy hands. Fails to notice smells that others detect. May lick or mouth non-food objects. Difficulty judging force and pressure, bumps into people/objects, not aware of personal space, reliance on visual system. Likes movement, fidgets, enjoys upside down positions, low postural muscle tone, poor endurance. Some examples include:

21. Dunn’s Sensory Processing Continuum (1997)

22. Posture and Praxis

23. Praxis • Doing. • The ability to plan, organise and carry out motor sequences. • Continuum based on how much praxis needed. • Important for: • Play • Learning • Self esteem • Self efficacy • Motivation • Communication & social skills (Knox 2010: 543)

24. Praxis Requires • Ideation • Register sensory information • Formulate an idea • Conceptualise a plan • Planning and Sequencing • Organisation and sequencing idea • Good body scheme • Development of normal engrams • Feedback and Feed-forward • Execution • Coordination of movements which have been planned and sequenced (Jackson 1999)

25. Dyspraxia • Postural disorder • Difficulty with postural control. • Linked to tactile, proprioception and particularly vestibular processing. • Bilateral Integration and Sequencing • Difficulty coordinating two sides of the body and sequencing motor tasks. • Linked to vestibular and proprioceptive processing. • Somatodyspraxia • Difficulty formulating motor plans of new movements. • Linked with tactile, proprioceptive and vestibular processing. (Dahl Reeves and Cermak in Bundy et al. 2002)

26. Summary Effective sensory processing is required for everything we do in life. This requires our sensory systems to work together to modulate our nervous system and help us maintain a calm and alert state important for higher level skills. Poor modulation may have an effect on a child’s behaviour as they employ strategies to cope with their under or over responsiveness. Difficulties with praxis or ‘dyspraxia’ include problems with postural control, bilateral integration and sequencing and somato-dyspraxia. This can also affect behaviour as difficulties with praxis may lead to avoidance of activities and poor self esteem and self efficacy. It is important to consider sensory processing when examining occupational performance and behavioural difficulties.

27. References Bundy, A.C., & Murray E.A. (2002) ‘Sensory Integration: A. Jean Ayres’ Theory Revisited in Sensory Integration: Theory and Practice. 2ndedn. ed. by Bundy, A.C., Lane, S.J., & Murray, E.A. Philadelphia: FA Davis Company, 3-33. Dahl Reeves, G., & Cermak, S.A. (2002) ‘Disorders of Praxis’ in Sensory Integration: Theory and Practice. 2ndedn. ed. by Bundy, A.C., Lane, S.J., & Murray, E.A. Philadelphia: FA Davis Company, 71-100. Engel-Yeger, B., Dunn, W. (2011) ‘The relationship between sensory processing difficulties and anxiety level of healthy adults.’ British Journal of Occupational Therapy, 74 (5), 210-216. Humphry, R. (2002) ‘Young children’s occupations: explicating the dynamics of developmental processes.’ American Journal of Occupational Therapy, 56 (2), 171-79. Jackson, T. (1999) ‘Dyspraxia: Guideline for Intervention.’ British Journal of Occupational Therapy, 62 (7), 321-326. Knox, S. (2010) ‘Play’ in Occupational Therapy for Children. 6thedn. ed. by Case-Smith, J., & O’Brien, J. Missouri: Mosby Elsevier, 540-554. Lane, S.J. (2002) ‘Structure and Function of the Sensory Systems’ in Sensory Integration: Theory and Practice. 2ndedn. ed. by Bundy, A.C., Lane, S.J., & Murray, E.A. Philadelphia: FA Davis Company, 35-70. Saunders, D. (2005) The Importance of Sensory Processing. [online] available from<http://impactofspecialneeds.weebly.com/uploads/3/4/1/9/3419723/the_importance_of_sensory_processing.pdf > [09 March 2013] .

28. Picture References Title Slide, slides 7-14: Chiles, P. in Smith Miles, B., Tapscott Cook, K., Miller, N.E., Rinner, L., & Robbins, L.A. (2000) Asperger Syndrome and Sensory Issues: Practical Solutions for Making Sense of the World [online] available from < http://www.amazon.com/Asperger-Syndrome-Sensory-Issues-Practical/dp/0967251478#reader_0967251478> [09 March 2013]. Slide 6: Gingerbread man [online] available from <http://bigdreamsembroidery.blogspot.co.uk/2011/08/gingerbread-man-machine-embroidery.html > [09 March 2013]. Slide 13: Sensory Homunculus [online] available from <http://cogitoathlete.com/> [09 March 2013]. Slide 13: Sensory Homunculus [online] available from <http://spinacare.wordpress.com > [09 March 2013] Slide 15 and 32: TemAir Associates The Brain Library TM [online] available from <http://brainlibrary.com/> [09 March 2013]. Slide 16: Williams, M.S. & Shellenberger, S. (1996) How Does Your Engine Run?" A Leader's Guide to The Alert Program for Self-Regulation. Albuquerque, NM: TherapyWorks, Inc. Other images via clip art.

29. Useful Resources Websites Sensory Integration Network www.sensoryintegration.org.uk Sensory Processing Disorder Foundation www.sinetwork.org Sensory Processing Disorder www.sensory-processing-disorder.com Books ‘101 Games and Activities for Children With Autism, Asperger's and Sensory Processing Disorders’ by Tara Delaney ‘Parenting a Child with Sensory Processing Disorder: A Family Guide to Understanding and Supporting Your Sensory-sensitive Child’ by Christopher R. Auer and Susan L. Blumberg ‘The Out-Of-Sync Child’ by Carol Stock Kranowitz ‘Building Bridges Through Sensory Integration: Therapy for Children with Autism and Other Pervasive Developmental Disorders’ by Paula Aquilla, Shirley Sutton and Ellen Yack ‘Sensory Integration and the Child: 25th Anniversary Edition’ by A. Jean Ayres

30. Early Intervention and the Development of COOL KIDS Joy High BScOT MPhil

31. Background • Occupational Therapy • Working with Children, Parents and Teachers • Sensory Integration

32. Time line • 2002 Bentley West Primary, Walsall • 2003 Wolverhampton LEA – 12 school pilot - assessed • 2004-2005 Expanded and assessed in Wolverhampton • Beyond – continued to grow: • OT team at the Gem Centre • Links with Wolverhampton University

33. The Cool Kids programme • Sensory-motor exercises chance to catch up on foundation motor skills. • Improve their ability to modulate their arousal levels

34. Changes seen in both studies • Motor Skills : reported and video evidence • Behaviour: Reported • Academic ability : • Reported • Change National Curriculum levels: • Nursery four–year longitudinal study – writing and fewer on Special needs register

35. My Thanks • To the many children, parents and teachers in Walsall and Wolverhampton for using the programme and reporting back the fun element as well as improvements • To all those who have continued to use and develop the programme

36. Top Tips • Understand the problems • ConsiderSensory Reactions • ConsiderMotorDevelopment • Work developmentally- tackle basic problems first • Find support, learn and do • Have fun with the children

37. Differentiated Learning and the Curriculum Jenny French MCSP www.frenchsquared.moonfruit.com

38. What is differentiated learning • What do you understand by differentiated learning?

39. Differentiated Learning • Use of a variety of instructional strategies that address diverse students learning needs • Recognition that each learner comes to school/setting with a different set of learning needs, different environments/approaches understanding is needed • Adjustment of the teaching process according to the learning needs of the pupils.

40. Differentiated Learning is based on • Early Intervention to identify early support • Good Early Years assessment and expert observations • Understanding of children and young people’s physical, social and emotional development • Understanding how sensory processing impacts on cognitive learning • On-going review within a multi-agency context (including working with families) • Trained teams understanding importance of learning environments

41. Testimonials • I just wanted to thank you for organising the activity for Thomas I just wanted to let you know it went great - exactly what Thomas needs (parent) •  Really enjoyed the training – understand now why some children have such difficulty learning in class (teacher) • We have used Cool Kidz for 6 years now and wouldn’t be without it (SENCO)

42. Working in Partnership with French Squared Marion Rogerson

43. “I am so grateful for …….. the occupational therapy my Anna and our family have obtained. My nephew also has severe symptoms of sensory integration dysfunction, dropped out of high school, was unable to complete the job corps, and now, as an adult, is living at home with his parents. He is lost in a body that he cannot understand, and in a world that doesn’t understand him.” (Anna’s Mum)

44. Cool Kidz is a teacher-friendly exercise programme which when regularly used in schools successfully supports children with learning difficulties to develop in early years and primary settings • Kidzown provides children who have Specific Learning Difficulties with specialist services aimed at helping them develop new skills and confidence in their own future • Kidz Clubs give children with physical and / or learning difficulties an opportunity to have enjoy therapeutic / fun activities which help them to progress their physical, sensory, cognitive, social and emotional development during the school holidays

45. What messages will you take away from this conference?Nick French and Selina Simpson Note your 3 Key Action Points

46. Get Connected and communicate • On the web • http://frenchsquared.moonfruit.com/ Tweet us at French squared 1 Like us on Facebook http://www.facebook.com/pages/French-Squared/129862663811390 Scan our QR Code on Facebook - Don’t forget to download QR Reader app

47. French Squared is a Social Enterprise working in Partnership with other agencies to support Statutory and Voluntary Sector to increase opportunity for children and their families An Approach to Differentiated Learning 16th March 2013 Thank you for coming