Sensory-Friendly Learning in the Faith-based Classroom

By Cara Koscinski, MOT, OTR/L
Autism Asperger’s Digest  May/June 2014

Religion is the cornerstone of many families, and this is no exception for those raising a child with special needs. There are many of us who find great comfort in reading various scriptures such as 1 Corinthians 12:22–23: “Those parts of the body that seem to be weaker are indispensable, and the parts that we think are less honorable we treat with special honor.” However, we often feel uncomfortable placing our children with autism spectrum disorder (ASD) and sensory issues into faith-based classrooms while we as parents worship with other adults.

Traditionally, places of worship are thought of in conjunction with quiet reverence and strict adherence to rules and routines. Many families may simply choose to keep their children with ASD at home because the thought of their child having a meltdown where they worship is too much to bear. Yet, as the number of children with ASD and sensory issues grows, more faith-based members are willing to learn strategies that support our children. In fact, in my own church there is an entire ministry devoted to children with special needs. If this is not the case in your place of worship, know that there are many fellow members who may be willing to help your child learn but may be too afraid to ask. It is my hope that after reading this article, parents and teachers will gain the knowledge and confidence to help our children be successful in a faith-based setting.

Preparing Your Child
It is important to prepare children for what to expect. Places of worship can become quite crowded and overwhelming. Many children with ASD have difficulty with the sounds, sights, and smells when large groups of people have gathered. Visiting the place of worship during the week when it is quiet—prior to the service—is important. Create a plan for what to do if your child gets lost or overwhelmed. Put the plan into writing or enhance it with pictures and review it with the child weekly. Be sure to take a variety of photos of the sanctuary and classroom. Create a social narrative about the type of faith-based learning your child will experience at your place of worship.

Appealing to the Senses
Obtain lesson plans from the teacher and ask for pictures and visuals to be added. There are many faith-based coloring books and printouts available on the Internet. Remember that many faith-based concepts can be quite abstract. Use felt boards or cutouts and encourage children to act out scenes from the lesson. Puppet shows can be a fun way for children to demonstrate understanding of faith-based stories. Adding sensory components to the lesson (e.g., smells of fragrant oils and herbs) can enhance the experience!

Sitting in Class
If possible, show your child exactly where he will be seated and maintain a consistent seat throughout the year. Seating options could be close to the teacher and away from obvious distractions such as windows and doors. If needed, allow the child to sit on a pillow, wiggle cushion, or beanbag chair. For younger children, it is fun to tape squares onto the carpet with masking tape. Often, having a visual cue of his spatial boundaries will provide a child with a sense of security.

Understanding Routines
Schedules and routines offer predictability and order for children with ASD; they need to know what is happening next since time is an abstract concept. Obtain a classroom schedule and rule list from the teacher. Break down the routine into a schedule for your child and allow him to check off activities as they occur.

Taking Breaks
If the class time is too long, provide break cards. Ideas for quiet sensory breaks could include wall push-ups, going to the restroom to wash face or hands with warm water, doing chair push-ups, or carrying heavy items in the hallway. Fidget toys, such as a Koosh ball or foam squeeze ball, can keep hands busy. Weighted lap pads can be inexpensively made using rice or beans in fabric. Involving the child in selecting the fabric will increase the likelihood that he’ll use the lap pad. It may be valuable to make lap pads for the entire class so that the child with ASD does not feel singled out. Many places of worship have classrooms with fluorescent lighting. Add a few floor lamps for subdued lighting. Incandescent bulbs shed a soft and gentle light. If possible, turn off overhead lighting and use natural window light. 

Experiencing Music
Most faith-based services are peppered with music, which can be a trigger for anxiety. In addition, many children with ASD cannot tolerate it when someone is singing along with the music. It is important to provide warning about any music that will be included in the service or classroom. Allow the child to either exit the room or provide noise-canceling headphones. If possible, allow the child with ASD to control the volume of the music. Being a part of the music or the one in charge of the sound may be reassuring. Create homemade instruments that all children can play together, such as tambourines made from paper plates and jingle bells. Empty cans of oats can double nicely as drums. Using rhythm in the lesson is always a great idea for children who are kinesthetic (movement) learners.

Learning with Hands-on Crafts
Craft time is often a key piece in faith-based lessons. Provide a finished model for children to reference easily. Break the task down into easy-to-follow pictures of what the craft project looks like at each step. Remember that some children with ASD do not enjoy having sticky or messy hands. Provide glue sticks instead of bottles to eliminate mess and anxiety.

If a craft includes writing, it may be necessary to provide some words for the child to use. Write the words on the board or on a piece of paper placed in front of the child. Having a model of correct letter formation and spacing can significantly decrease a child’s anxiety. If handwriting is a problem, allow the child to paste prewritten words onto the craft.

Finally, having a buddy for your child is a great way to help with socialization. The buddy can be another child or an adult volunteer assigned to your child. Your child will be reassured knowing someone is there to provide help and guidance if needed.

By implementing some of the techniques in this article, children who have ASD and sensory issues can be successful in learning more about the religion that will nourish them for a lifetime. Places of worship can be an area where children—all children—learn and feel comfortable.

BIO
Cara Koscinski, MOT, OTR/L, is an occupational therapist and the author of The Pocket Occupational Therapist (Jessica Kingsley Publishers, 2013). She homeschools her two sons with ASD and SPD. For more information, visit www.pocketot.com.

Copyright © Autism Asperger’s Digest. 2014. All Rights Reserved. Any distribution, print or electronic, prohibited without permission of author.

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