Recognizing and Modifying Environmental Factors to Support Gifted Students’ Sensory Processing in the School Environment

Abstract

Gifted students have a higher prevalence of emotional sensitivities that may be related to sensory processing difficulties. Thus, ensuring sensory inclusivity in a school environment for exclusively gifted students is essential to supporting socio-emotional and learning outcomes. Within a local school for gifted students, many environmental barriers and sensory processing vulnerabilities were identified. The purpose of this doctoral capstone project was to identify specific sensory needs of the population and make social and physical environmental accommodations accordingly. Results of the Sensory Processing Measure (SPM-2) for 30 participating students indicated a high prevalence of sensory difficulties among the student population. The teachers and teacher aides participated in weekly discussions with the doctoral capstone student to discuss findings of students’ sensory processing patterns, available accommodations through occupational therapy (OT), and opportunities for implementation of sensory resources and interventions in the classrooms. The doctoral capstone student also modified the physical environment of their clinic rooms to reduce visual stimulation. Preliminary results from interviews with teachers indicated increased knowledge and awareness of sensory processing patterns and opportunities for social and physical environmental modifications. The doctoral capstone student recommended that the site reduce physical environmental stimuli and increase opportunities for sensory experiences throughout the school day to support sustainability of OT services provided through a community based approach.