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Sensory Savvy Strategies

Lesson Plan

Sensory Savvy Strategies Lesson Plan

Equip teachers with research-based strategies and adaptable tools to support small groups of students with ADHD and sensory needs, enhancing attention, self-regulation, and inclusive learning environments.

Understanding sensory triggers and ADHD challenges enables educators to tailor group sessions, reduce disruptions, and foster engagement and success for diverse learners.

Audience

K-12 Teachers

Time

90 minutes

Approach

Interactive presentation, demos, group planning, and reflection.

Materials

Prep

Organize Materials

15 minutes

Step 1

Introduction and Objectives

10 minutes

  • Welcome participants and outline session goals
  • Share agenda and desired outcomes
  • Encourage sharing of current challenges in supporting ADHD and sensory needs

Step 2

ADHD and Sensory Needs Overview

15 minutes

  • Present key research on ADHD and sensory processing
  • Discuss common behavioral and sensory triggers
  • Use real-world examples to illustrate impact on learning

Step 3

Demonstration of Sensory Strategies

20 minutes

  • Model use of tools from the Sensory Toolkit Overview
  • Demonstrate quick sensory breaks and self-regulation techniques
  • Invite volunteers to practice strategies and provide feedback

Step 4

Small Group Planning Activity

25 minutes

  • Divide teachers into three groups, assign each a station
  • Use the Small Group Facilitation Guide to design a 10-minute mini-session
  • Encourage inclusion of sensory adjustments and ADHD supports
  • Groups prepare to present their plans

Step 5

Group Presentations and Reflection

10 minutes

Step 6

Wrap-Up and Next Steps

10 minutes

  • Summarize key takeaways and best practices
  • Share Sensory Toolkit Materials List for further exploration
  • Discuss follow-up support and resource access
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Slide Deck

Sensory Savvy Strategies

Supporting Students with ADHD and Sensory Needs
90-Minute Tier 2 Workshop for Small Groups

Welcome participants. Introduce yourself and the session. Outline housekeeping (breaks, restrooms). Invite quick icebreaker: share name and teaching context.

Agenda

  1. Introduction & Objectives (10 min)
  2. ADHD & Sensory Overview (15 min)
  3. Demonstration of Strategies (20 min)
  4. Small Group Planning (25 min)
  5. Presentations & Reflection (10 min)
  6. Wrap-Up & Next Steps (10 min)

Review the agenda and time allocation for each segment.

Learning Objectives

• Describe key ADHD traits and sensory processing differences
• Identify common triggers in small-group settings
• Demonstrate quick sensory breaks and self-regulation tools
• Design a mini lesson integrating ADHD and sensory strategies

Emphasize what participants will know and be able to do by end of session.

Why This Matters

• 1 in 10 students diagnosed with ADHD
• Sensory overload can disrupt learning and behavior
• Tailored group strategies boost engagement and self-regulation

Share prevalence of ADHD (~10% of students) and how sensory needs affect focus. Build motivation.

ADHD Overview

• Neurological difference affecting attention and impulse control
• Common classroom signs: difficulty sustaining focus, fidgeting, blurting
• Impact on small-group learning dynamics

Define ADHD and its core challenges: inattention, hyperactivity, impulsivity. Reference research.

Sensory Processing 101

• Our nervous system’s way of interpreting sights, sounds, touch, movement
• Over- or under-responsivity affects participation and comfort
• Examples: clothing textures, background noise, seating vibrations

Explain sensory processing continuum from hyposensitivity to hypersensitivity.

Common ADHD & Sensory Triggers

• Visual clutter and bright lights
• Unexpected noises and echoes
• Prolonged stillness without movement breaks
• Strong smells or tactile discomfort

List typical triggers and ask participants to share examples from their classrooms.

Impact on Small Groups

• Increased disruptions and redirections
• Difficulty completing tasks collaboratively
• Frustration, anxiety, or withdrawal in students

Discuss how these triggers manifest in small-group tasks: off-task behavior, meltdowns.

Introducing the Sensory Toolkit

• Portable collection of tools and cues
• Supports quick regulation and refocusing
• Customizable to student preferences

Introduce the toolkit concept: a collection of adaptable resources.

Sensory Toolkit Overview

Explore our curated set of tools:

  • Fidgets and manipulative toys
  • Weighted lap pads and vests
  • Noise-reducing headphones
  • Visual timers and break cards

Download full toolkit details

Walk through key items and their purpose. Encourage questions.

Play a short demo of a 1-minute guided sensory break. Pause for discussion.

Self-Regulation Techniques

• Deep‐breathing with visual cues
• Chair push-ups or wall‐push breaks
• Tactile focus: hold textured object and describe it

Highlight three quick self-regulation techniques teachers can model.

Hands-On Practice

Choose a tool from the Sensory Toolkit and practice:

  1. Model for the group
  2. Notice student comfort level
  3. Debrief effectiveness

Invite 2-3 volunteers to try a chosen tool or technique on camera.

Small Group Planning Activity

• Divide into 3 groups
• Each group rotates to a station
• Use the Small Group Facilitation Guide to plan a 10-min mini-lesson
• Incorporate one toolkit tool and one self-regulation strategy

Explain group assignment and stations. Display expectations.

Station Assignments

Station A: Calming Corner Design
Station B: Movement-Infused Activities
Station C: Tactile & Textured Tool Integration

Detail station focus areas. Ensure participants know where to go.

Planning Template

Use the ADHD & Sensory Strategies Chart to:
• Identify a common trigger
• Select a paired tool or adjustment
• Outline step-by-step student instructions

Show how to use the chart to map triggers to strategies.

Group Presentations

• 2–3 minute mini-lesson overview by each group
• Highlight chosen trigger, tool, and activity
• Peers provide constructive feedback

Invite each group to present in 2–3 minutes. Remind peers to offer supportive feedback.

Reflection & Insights

Capture your takeaways:
• What worked well?
• What would you adjust next time?

Complete your notes on the Session Reflection Worksheet

Distribute the reflection worksheet link and guide participants to complete.

Next Steps & Resources

• Implement one strategy in upcoming small groups
• Share insights with colleagues
• Explore additional tools: Sensory Toolkit Materials List

Summarize key strategies and share additional resources.

Thank You & Contact

Questions? Comments?

Contact: youremail@school.edu
Follow-up support available on our platform.

Thank the group. Provide contact info and encourage Q&A and ongoing collaboration.

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Worksheet

Session Reflection Worksheet

Name: _______________________ Date: _______________________

  1. Key Takeaways: What are your top three insights from today’s workshop?






  2. Successful Strategies: Which sensory or ADHD strategies from the session resonated most with you, and why?






  3. Challenges: Identify any obstacles you anticipate when implementing these strategies in your classroom.






  4. Next Steps: Describe how you will adapt or refine your approach for future small-group sessions.






  5. Resource Planning: Which items from the Sensory Toolkit Overview will you prioritize obtaining or using, and how?






  6. Collaboration: How will you engage colleagues or share insights to build a supportive community of practice?






  7. Personal Action Plan: List three specific actions you will take in the next week to begin integrating today’s strategies.











Thank you for reflecting on your learning! Keep this worksheet as a guide for your next steps.

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Activity

Small Group Planning Activity

Overview

In this hands-on station rotation, teachers will work in small teams to design a 10-minute mini-lesson that integrates a sensory or ADHD strategy into a group session. Each group stays at one station for 25 minutes, uses the provided facilitation guide to structure their plan, and then shares their design with the whole cohort.

Materials (per station)

Station Descriptions

Station A: Calming Corner Design

• Focus: Create a low-stimulus “Calming Corner” for students who may feel overwhelmed.
• Tools: Noise-reducing headphones, soft seating, weighted lap pads, break cards.
• Task:

  1. Identify 2 common sensory triggers (from the Strategies Chart).
  2. Choose 3 toolkit items to mitigate triggers.
  3. Sketch your corner layout and draft student instructions for use.

Station B: Movement-Infused Activities

• Focus: Build in brief movement breaks to refocus attention.
• Tools: Fidgets, movement mats, yoga/stretch cards, visual timers.
• Task:

  1. Select a typical small-group task (e.g., reading circle).
  2. Identify where a 1–2 minute movement break can be embedded.
  3. Outline step-by-step cues and choose appropriate tools to support transitions.

Station C: Tactile & Textured Tool Integration

• Focus: Use tactile materials to ground students with sensory‐seeking or avoidant needs.
• Tools: Textured balls, fabric swatches, stress putty, sensory boards.
• Task:

  1. Pick an academic skill (e.g., vocabulary review).
  2. Assign a tactile tool to each student and design a tactile task.
  3. Write clear instructions and anticipate potential sensory overload.

Planning Steps (25 minutes)

  1. Review the station prompt and gather tools.
  2. Consult the Small Group Facilitation Guide to structure:
    • Learning objective
    • Materials/setup
    • Sequence of student actions
    • Reflection check-ins
  3. Map trigger → strategy using the ADHD & Sensory Strategies Chart.
  4. Draft a 10-minute mini-lesson plan with timing and roles.
  5. Prepare a 2–3 minute presentation highlighting:
    • Chosen trigger and tool
    • Student instructions
    • Anticipated benefits and challenges

Group Presentation & Debrief (10 minutes)

  • Each team presents their mini-lesson (2–3 minutes).
  • Peers offer feedback using these prompts:
    • How clear are the student directions?
    • Are the sensory adjustments logical and sustainable?
    • What might you add or modify?

Follow-Up & Reflection

  • Use insights from your presentation to refine the plan.
  • Pilot your mini-lesson in an upcoming small group and note student responses.
  • Share outcomes with colleagues at your next PLC meeting to build collective expertise.


    Happy planning and may your small-group sessions be more engaging and inclusive!
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Reading

ADHD & Sensory Strategies Chart

This chart maps common ADHD and sensory triggers to research-backed strategies and tools. Use it alongside the Sensory Toolkit Overview and the Small Group Facilitation Guide to plan targeted supports in your mini-lessons.

Trigger CategorySpecific TriggerStrategy / ToolImplementation Tip
VisualCluttered workspace; bright lights• Declutter zones (folders, bins)
• Use adjustable lighting (dimmer lamps)
• Visual timers and cue cards▸ Assign one “workspace manager” role per group.
▸ Introduce a visual timer at task start to signal transitions.
AuditorySudden noises; echo in room• Noise-reducing headphones
• White-noise machines
• Visual “quiet” cue cards▸ Place a “quiet corner” with headphones.
▸ Model how to use a cue card to request reduced noise.
MovementProlonged stillness• Movement breaks (chair push-ups, stretch cards)
• Yoga mats or balance disks▸ Schedule 1–2 minute movement after every 5–7 minutes of work.
▸ Use a visual timer to signal break start/end.
TactileScratchy clothing; pen-and-paper fatigue• Fidgets (spinners, textured balls)
• Sensory boards or stress putty▸ Offer one tactile tool per student.
▸ Teach “tool etiquette” (when to use, how to return).
OlfactoryStrong scents (markers, perfumes)• Scent-free materials only
• Air purifiers or open windows▸ Establish a scent-free policy for the station.
▸ Rotate fresh-air breaks in your mini-lesson plan.
TransitionUnexpected task switches• Visual schedules or checklists
• Countdown timers▸ Preview upcoming activity with a 5-minute warning.
▸ Use a visual cue card: “Next up…”
Sustained AttentionLengthy, multi-step tasks• Task chunking (break into 2–3 parts)
• Choice boards for activity order▸ Let students choose which chunk to tackle first.
▸ Provide clear start/end signals with a visual timer.
Social / ProximityCrowded seating; close speaking distance• Defined personal-space mats
• Partner seating charts▸ Use floor markers to outline each student’s “bubble.”
▸ Rotate partners to vary proximity expectations.

How to use this chart:

  1. Identify a primary trigger for your group (column 1 + 2).
  2. Select a matching strategy/tool from column 3.
  3. Refer to implementation tips (column 4) to embed supports seamlessly.
  4. Draft your mini-lesson using the Small Group Facilitation Guide, mapping each trigger to its strategy.

Keep this chart handy during planning and instruction to ensure quick, consistent supports for your students with ADHD and sensory needs.

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Reading

Sensory Toolkit Overview

This overview describes a range of portable, easy-to-use tools designed to help students with ADHD and sensory needs stay regulated, focused, and engaged during small-group work. Teachers can mix and match items based on individual student profiles and group objectives.

1. Fidgets & Manipulative Toys

• Spinner rings & cubes: Encourage small-scale motion for students who need subtle movement.
• Textured stress balls: Allow tactile exploration and help release excess energy.
• Clicking or sliding gadgets: Provide predictable noise and sensation for pacing anxiety or hyperactivity.

Implementation Tips:

  • Model appropriate use at the start of each session.
  • Assign one fidget per student; rotate items to maintain interest.
  • Set “fidget breaks” or specific moments when tools can be used.

2. Weighted & Proprioceptive Supports

• Lap pads & wristbands: Offer calming, deep-pressure input to the torso or wrists.
• Weighted vests: Distribute gentle pressure across the body to increase body awareness.

Implementation Tips:

  • Introduce weight gradually; start with light pressure (0.5–1 lb).
  • Check in on student comfort and adjust as needed.
  • Use during independent work or moments of high anxiety.

3. Auditory Tools

• Noise-reducing headphones: Block ambient noise and help students focus.
• White-noise machines or apps: Provide a constant, soothing background sound.
• Quiet signal cards: Visual cue for students to indicate they need a quieter environment.

Implementation Tips:

  • Demonstrate how to put headphones on and off.
  • Rotate headphones among students who share similar auditory sensitivities.
  • Teach use of signal cards to request lowered volume or a quiet corner.

4. Visual Supports

• Visual timers (sand timers & digital apps): Show remaining time for tasks or breaks.
• Break cards & choice boards: Offer students clear options for quick sensory or movement breaks.
• Color-coded bins and labels: Organize materials to reduce visual clutter and confusion.

Implementation Tips:

  • Place timers in clear view of all group members.
  • Review break-card meanings before each activity.
  • Encourage students to reference choice boards when they feel overwhelmed.

5. Movement & Proprioceptive Tools

• Balance discs & wobble cushions: Allow gentle core movement while seated.
• Yoga/stretch cards: Provide easy, guided movement breaks.
• Mini trampolines or stepping stones: Offer structured movement stations for high-energy breaks.

Implementation Tips:

  • Embed 1–2-minute movement breaks every 5–7 minutes of seated work.
  • Use visual or auditory cues (e.g., a bell chime) to signal break times.
  • Encourage students to choose preferred movement tools from a station.

6. Tactile & Textured Materials

• Sensory boards (fabric swatches, zippers, knobs): Offer varied textures for exploration.
• Stress putty & clay: Provide malleable, hands-on engagement.
• Textured strips or patches: Attach to desks or lapboards for quick tactile access.

Implementation Tips:

  • Demonstrate respectful sharing and tool etiquette.
  • Clean and sanitize tactile items between uses.
  • Link texture exploration to academic tasks (e.g., tracing letters in putty).

For a complete list of recommended items, supplier suggestions, and ordering details, see the Sensory Toolkit Materials List.

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Reading

Sensory Toolkit Materials List

Refer to the Sensory Toolkit Overview for detailed descriptions of each item. Below is a curated list of recommended products, vendors, and approximate costs to help you procure and assemble your own toolkit.

1. Fidgets & Manipulative Toys

2. Weighted & Proprioceptive Supports

3. Auditory Tools

  • Noise-Reducing Headphones
    Vendor: Peltor Youth (www.3m.com/peltor)
    Cost: ~$25 per pair
  • White-Noise Machines
    Vendor: Marpac Dohm (www.mymar pac.com)
    Cost: ~$45
  • Quiet Signal Cards
    Vendor: DIY printable (see Sensory Toolkit Overview)
    Cost: Free printables + cardstock

4. Visual Supports

5. Movement & Proprioceptive Tools

  • Balance Discs & Wobble Cushions
    Vendor: Gaiam (www.gaiam.com)
    Cost: ~$20 each
  • Yoga / Stretch Cards
    Vendor: Amazon (www.amazon.com)
    Cost: ~$12 per deck
  • Mini Trampolines or Stepping Stones
    Vendor: JumpSport (www.jumpsport.com)
    Cost: $70–$90 each

6. Tactile & Textured Materials

  • Sensory Boards (Fabric, Zippers, Knobs)
    Vendor: Educational Insights (www.educationalinsights.com)
    Cost: $30–$40 per board
  • Stress Putty & Clay
    Vendor: Crazy Aaron’s Thinking Putty (www.thinkingputty.com)
    Cost: $6–$10 per tin
  • Textured Strips & Patches
    Vendor: Amazon (www.amazon.com)
    Cost: $8–$12 per pack

Tips for procurement:

  • Bulk Discounts: Many vendors offer educator pricing—reach out for school/district rates.
  • DIY Options: Print your own choice boards and signal cards on cardstock, then laminate for durability.
  • Sanitation: For tactile tools, plan a cleaning schedule (e.g., sanitizing putty and stress balls between uses).

Use this list to guide purchasing and assembly of your Sensory Toolkit. Share copies with your school’s purchasing department or PTA to streamline ordering and budgeting.

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