Assess children with sensory motor reception disabilities thoroughly. Children who exhibit one disorder may also have additional disorders, as many of these disorders are accompanied by others. Some children may have a disorder but be fully functional in using general education curriculum and teaching methods. It is important that a child is fully assessed and the full nature of the disorder is understood before determining the child's educational needs.
Develop a comprehensive plan for the child, based on the child's unique needs. Some children will need differentiated instruction, curriculum adaptations and behavioral support or may require one-on-one help from an assistant. Students diagnosed with sensory motor reception disabilities generally have an Individualized Education Program, or IEP, in place which details any modifications or additional services the student is to receive.
Provide students with access to occupational therapy, physical therapy or speech language pathologists, as needed. Many students suffering from one of these disorders will benefit from the services provided by one or all of these specialists. Improvements that lead to increased sensory motor reception will likely help the student in other areas, including academics.
Provide the student with accommodations that can increase learning, such as frequent breaks or special writing equipment.
Prevent the student from being overstimulated. Reduce distractions and noise levels when possible. If the student's IEP calls for educating the student outside of the general education classroom, follow these orders. Educate other students about sensory motor reception disorders and explain behaviors that indicate too much stimulation. Ask peers to respond calmly if they see a student becoming overstimulated.
Support the student with a behavioral program, when warranted. Many students with sensory motor reception disorders have poor social skills or mood disorders. They may become easily frustrated, behave at a much lower developmental age or say inappropriate things.
Use adapted curriculum or instruction that involves a high degree of repetition, if needed. Students with these disorders often learn through repetition or recollection.