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**Update August 2020 - It is possible to utilize or create a path to fully support social distancing. Such spaces will be all the more important if other practices are limited or modified. For virtual learning, we might support families in creating appropriate paths or spaces at home.**
You may have seen the video that went viral of a young boy walking, stretching, and hopping along a path that a special education teacher designed, painted, and implemented in the elementary school where she works. She labored over the path for more than 80 hours, creating something special for the students in her school.
A sensory path is meant to help a child use their own bodies and environment to calm themselves down. They use their muscles, breathing, and spatial awareness to make their way through the path and walk away from it reset and refreshed. When teachers know certain students in their class would benefit from movement breaks, they can allow students to leave class (in our space the students would leave with a madrich or madrichah - Hebrew for classroom assistant) and move through the sensory break path. It’s a preventative measure, geared toward improving focus and preventing disruptive behavior before it occurs. In our space we already have students who need breaks throughout the session walking laps around our building. I designed this as a productive alternative.
If you’ve seen the sensory path that went viral (image above), it is quite obviously a labor of love, but it is also rather busy. In my opinion there’s almost too much going on. It's always important to strike the right balance between a positive sensory experience and sensory overload. I also think that while wonderful for younger children, this path would seem too juvenile for older elementary and middle school students, who might dismiss it out-of-hand.
So, like many others out there, I designed my own. Also a
labor of love, I might add; it just took me much less than 80 hours to
complete.
Rather than paint I used colorful floor tape that can be removed. (Additional items include: large footprint decals, red floor marking tape, green floor marking tape, orange floor marking tape, hand-print decals, spiral wall decal.)
I was aware of the limits of our space.
Most importantly, our supplemental religious school serves
children in PreK through grade 12, so I was wanted to create something that would be appropriate for the variety of ages.
All students can use the path from time to time, to ground them on days when they’re feeling hyped up, anxious, or overstimulated in class.
All students can use the path from time to time, to ground them on days when they’re feeling hyped up, anxious, or overstimulated in class.
As expected, the space was an immediate hit. The most
rousing endorsement came from two parents; one who is a physical therapist and
the other who is both an early childhood educator and the mother of one of our students who typically walks laps around our building.
My favorite moment was when a few third grade boys came to
try it out. One, after whipping through it, declared that it was “too easy”. I
tried to explain that it wasn’t a race, but he wasn’t listening.
Nevertheless, word spread fast and few minutes later the
rest of the third grade class wanted to try it out, so back he came along with
his peers. Before his turn he again declared, “But it’s so easy.” This time I
shared, “It’s not an obstacle course, it’s a sensory path. Do you know what
sensory means?”
“You mean like our senses?” he asked.
“Yes. Some people need a short break from their work to
clear their head. Others need to get their blood flowing again so they can get
back to work.”
“OK,” and off he went, back through the path. As he neared
the end I asked, “So, is your blood flowing?”
“Yeah, now it is.”
The value of using spaces like this, fidgets, or any other
tool meant to help a student find success is the context in which the tool is
presented. Using the language of “this is a tool to help you” or “let’s take a
sensory break,” enables students to more effectively speak about their needs and advocate for themselves in
productive and meaningful ways.
As she completed the path she declared, “Oh, these need to
be EVERYWHERE. I’m telling my mom we need one in our house.”
For more research
on the benefits of sensory breaks read: The Impact of Sensory-Based Movement Activities
on Students in General Education.
Updated June 2019:
***NEW*** To keep this space interesting for our students I added new elements (and will aim to do so each year). I purchased the spiral sticker and hand-print stickers below. Here are pictures of how this new pieces look:
Here are all the products I used to create this space:
Contact me to design a sensory break space for your setting or for additional professional development in using such tools effectively.
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from Removing the Stumbling Block:
I find sensory paths are good for me when I need to cross a threshold - to start and to finish a task.
ReplyDeleteAlso sensory paths are good to create and complete together with a trusted person, like the classroom assistants.
And, yes, you can tell a path is successful when the blood is flowing!
And you move differently in a rectangular room than in a square or circular room - I learnt this in the theatre when we studied different spatial worlds.
Important points, thanks for sharing!
DeleteMy Level II student and I are created a sensory pathway for our school. Did you make the footprints or create them with tape?
ReplyDeleteI actually purchased the footprints from Amazon. If you click on the image above it will take you to the ones I bought. Good luck! Would love to see pictures of what you create!
DeleteI'm attempting to start a sensory path in my school for grades 6-8. Our school has a population of about 375 students with varying levels of ability and skills. I have a hallway between the foyer and my gym that is approximately 34' x 9' to work with. It could extend into the foyer if needed. The only ideas I have are wall sits, wall push ups and the sticky feet decals. Do you have any additional ideas for students of this level? Thanks for any suggestions you may have.
ReplyDeleteWithout any familiarity with your building it is hard for me to say whether or not you should avoid the foyer. If it is free of any dangerous or hazardous elements, I see no issue. If it would clog up the space or slow people down as they enter and exit, that might be worth considering. On the other hand, I am always in favor of making elements like this visible to all to open conversations about inclusion, sensory needs, etc.
DeleteAs to the actual elements, anything that will get students moving and not feel too babyish would work. One of my teachers suggested to me yesterday adding a carpet square to a wall as an additional, textured element. If you are able, I might get 2-3 students to help you come up with ideas. It will build investment in the space and would be empowering for this age cohort. Show them a few videos and pictures and let them "design" their paths. Notice the common elements and try to recreate as much as is feasible.
Have fun! I'd love to see photos when you finish.