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I need info and ideas on addressing sensory issues.

DD13 is a true success story. I won't rehash everything but suffice it to say just about every possible LD and processing issue. Her dyslexia is well remediated but spelling, reversals and speed will likely always remain issues. She is getting great help on the AT front and can if needed write a short somewhat legible note by hand if absolutely necessary. Math is suddenly beginning to click since starting to work 1-1 with a special Ed math specialist. (Turns out she's a wiz at algebra despite all the years of no number sense and having to add even the most basic things like 3+4 on her fingers. Who knew?) Migraines and anxiety well controlled as long as she can avoid her triggers. Lots of friends and feeling good. Like I said - a success story.

So moving forward I think the obvious goal would be to look at what we need to do for her to be successful in a more mainstream environment. Unfortunately despite all this progress sensory issues seem to be making that impossible. Being at a special Ed school for 4 years allowed her to learn to focus intently through distractions. If another student was acting up she was allowed to remove herself and find a quiet place to work. It worked well and she got to be really good at understanding what she needed in order to learn.

But now sensory input seems to be becoming more of a challenge. It's no longer just a matter of avoiding loud chaotic environments to avoid migraines. Or too much visual noise on a page for her to work out problems. She finds it difficult to learn in a room with typical ambient noise. People talking to her or each other while she is trying to listen to a teacher or instructional video is impossible.

We are currently doing a "composite program" where she spends time in several different learning environments rather than being enrolled in a regular school. One day a week is spent at a nature program offered by a local environmental high school. She calls it "my happy place" and says "it's total sensory relaxation." One day a week to learn with no LD or sensory issues getting in the way. She also spends one day a week in our district's TAG program - 16 hand selected gifted kids who are well behaved and eager to learn. It meets in a room designed as a media center so it's sensory friendly - high ceilings, lots of windows, carpeted floor, etc. She also does ok going into one of the district elementary schools a couple times a week for speech and sometimes stays for an art class with younger kids. She has been doing history and English on her own.

However when she has visited large mainstream schools she found total sensory overload. Too many people passing in the hallways. Too much ambient noise in the classrooms. Too much visual noise on the walls. Just too much sensory input all around her. She shut down and chewed on her hand rather than trying to run out of the building like she felt she wanted to. Spent her time just trying to survive the environment rather than being able to focus on trying to learn anything. Continuously fought off migraines throughout the day.

Have any of you dealt with this? She has visual processing issues and CAPD so I understand why it's difficult for her. Also she came out of her early years in public schools with post traumatic stress issues. We are both convinced that it would only take a few days in a non sensory friendly environment to undo all the progress she has made over the past few years.

Right now I like that she has developed a way to learn. She knows what works for her and will soon be starting classes at a sensory friendly private where all classes are taught 1-1. This means we have a plan for her to learn but I'm wondering about the next steps - if any - to address the sensory stuff.

I know some people do well in quiet solitude as a forest ranger, others amid the chaos of a stock exchange trading floor. Different strokes for different folks as they say. But I'm trying to figure out if we should just appreciate how far she has come (frankly further by the end of 6th grade than I ever expected by the end of high school...) and let her learn the way she needs or do we look to address the sensory issues too. And if so - how? She's worked so hard and come so far I don't want to pile on more if it's not necessary. At the same time I don't want her to be unnecessarily limited moving forward.

Any ideas? Any BTDT advice? Thanks in advance.

Just throwing out ideas....What about time in an environment that is chaotic but there’s no expectation of learning/having to concentrate? Like a public market, amusement park, sporting event? Maybe taking away the expectation of doing school work and just getting comfortable with busy loud places would help.

Thanks KJP - she does quite a bit of that. Will make ear plugs from wet paper towels if needed and will ask to leave if it gets to be too much for her. It's really the learning that makes it tough for her. She's an auditory learner with CAPD - it's got to be tough to screen out the background noise and focus on the important stuff. Downside of her time at special ed school is zero tolerance for people that interfere with her learning. She wants to learn so badly.

Non learning environments are better but still have limitations. I don't see her being fully comfortable in loud, busy places just getting better at tolerating them if she needs to be there. (ie airports). She can attend a public lecture with adults but gets very frustrated if I try to whisper a comment to her or if people are chatting nearby. She does better at outdoor events but a loud indoor basketball game is torturous. She LOVES theater but couldn't do a rock concert without ear plugs. Not long ago went to an amusement park with a group of friends but would only ride the gentle "swing ride". Usually there are a few coasters and others she likes - even willing to wait in long lines with hundreds of people. But that night was a no go. It was night time so maybe all the holiday lights were extra stimuli that made it harder. She lasted the whole evening and she had no problem waiting for her friends as they rode everything. But again it was outdoors and she could choose the level of participation she was comfortable with.

I don't have much to offer you, but I'll be watching this thread, because my eldest also has a lot of trouble with learning in chaotic environments.

Have you read any books on sensory sensitivities? I think Sensational Kids was my favorite back when I was focusing more on this aspect. I don't remember if there might have been something in there that would suggest ideas.

DD has had 7 years of OT but all focused on fine motor, handwriting and AT. Current AT specialist is an OT so it's a good idea to ask her. Apparently the district recently asked if AT is the only thing preventing mainstreaming by high school and AT specialist gave a laundry list of needs that haven't been addressed yet. I'm thinking that means she gets it.

Yup. Consult re OT definitely goes on the list. Thanks.

My DD12 has Autism and a boatload of sensory issues. She's still in 6th in elementary, and does well most of the time there, except assemblies, which she is allowed to skip.

Middle school is next year but I asked around and some of the suggestions given to me for my daughter included:
* Leaving class 5 minutes early so she can get to her next class BEFORE the halls are crowded with other kids
* No assemblies, ever. Unless she's personally involved in an activity, like band or something. I don't anticipate that happening much.
* She will not be required to eat in the lunchroom, though she'll have to go there if she wants to get school lunch.
* The Autism program at the middle school enrolls its students in one period per day in the very sensory-friendly Autism room.
* Being permitted to take a break upon request at almost any time, by handing a token to the teacher, leaving the class, and going to the Autism program room.

Also, it would be reasonable to get OT services as well as speech therapy in her own school. She should not have to go to another school for that. If she doesn't qualify for OT from the school, get a private OT. They may be able to come and observe the school to help with strategies. But really, I would push for the school to provide this service.