Implementation of a Classroom-Based Sensory Regulation Toolkit to Enhance Participation in Students with Severe Disabilities

Authors

• Camryn R. Woods, Medical University of South CarolinaFollow

Document Type

Presentation -- MUSC Only

Publication Date

4-10-2026

Faculty Mentor

Cristina Reyes-Smith

Abstract

Students with severe and multiple disabilities often experience sensory processing differences that can adversely impact their ability to engage, participate, and regulate within the classroom environment. Educators frequently report feeling underprepared to address sensory needs and implement effective, practical strategies to support these students. The purpose of this doctoral capstone project was to develop and implement a classroom-based sensory regulation toolkit within a specialized educational setting serving students with significant physical and cognitive disabilities.

The primary goals of the project were to (1) increase teacher knowledge and confidence in recognizing sensory processing patterns, (2) provide accessible, evidence-based strategies to support student regulation, and (3) improve student engagement and participation in classroom activities. The toolkit included a decision-making guide to assist educators in identifying sensory needs (e.g., sensory seeking vs. sensory avoiding), along with corresponding intervention strategies such as movement-based activities, deep pressure input, and environmental modifications. Additional resources included quick-reference guides, classroom visuals, and training materials to support implementation and carryover.

Project outcomes demonstrated increased teacher confidence and perceived competence in addressing sensory needs, as well as improved consistency in strategy use across the classroom. Educators reported that the toolkit was practical, easy to use, and beneficial in supporting student regulation. Observed student outcomes, looking specifically at classroom participation, activity transitions, and sensory regulation. This project highlights the value of equipping educators with structured, user-friendly sensory supports and reinforces the role of occupational therapy in promoting participation and regulation within educational settings.

Recommended Citation

Woods, Camryn R., "Implementation of a Classroom-Based Sensory Regulation Toolkit to Enhance Participation in Students with Severe Disabilities" (2026). Entry-Level Occupational Therapy Doctorate - Doctoral Capstone Symposium. 134.
https://medica-musc.researchcommons.org/muscotd-elotd/134