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An advocate for children is someone who seeks information, expresses concerns, makes demands, and encourages others to do the same. This may be difficult for some parents and caregivers, but it is critical. A child with sensory processing disorder (SPD) struggles to process information from their senses. These children may struggle due to a lack of proprioception and motor control. As a result, parents may need to employ various strategies to alleviate their children’s sensory difficulties.
The first step is to speak with the child’s teachers and other caregivers with whom the SPD child frequently interacts. Teachers can better engage students and encourage learning if they know their children’s difficulties and triumphs outside school (Kranowitz, 2005). Teachers care about their students and understand that child’s family may have helpful information to share. Building a rapport with teachers can be beneficial if parents want to discuss their concerns about children’s academic or emotional development. Parents can contact the teachers by phone, email, or text to schedule a conversation. Aside from teachers, there are other people at school with whom parents can talk if they are uncomfortable opening up to their classroom teacher.
Second, parents can become acquainted with the individuals with disabilities education act, the law that guarantees every child the right to appropriate public education. Extra time on the exam and accommodations like earplugs to muffle background noise may be available to the child (Binder, 2021). Parents must understand the school’s legal obligations to conduct an assessment and provide appropriate support for this to work. Furthermore, parents should examine whether or not the children are at ease in their classroom settings and teach them to self-advocate.
Finally, parents can attend personalized education program meetings and conferences to discuss their children’s development. Meetings between teachers and parents can benefit children with special needs by providing information on how the school adapts its curriculum and extra support (Winslow, 2019). Parents should keep a contact list of school personnel for use when problems occur. At these gatherings, parents can learn strategies for supporting their children’s academic success and share ideas with teachers.
References
Binder, L. (2021). Look again: Making friends with sensory processing disorder. Web.
Kranowitz, C.S. (2005). The out-of-sync child: Recognizing and coping with sensory processing disorder. Skylight Press.
Winslow, M. C. (2019). Home-school partnerships for children with developmental disabilities (DD) in foster care: Barriers and challenges. North Carolina State University.
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