Testimonials:

I have taken a student on a walk and allowed a minute at each of the sensory walls as a reward for calming down.

They are AMAZING

All the students seem to like the wall. They look at it and want to play with it every time they pass it. I think it is a wonderful addition, especially for our kids with autism.

Nice break for the students in my class that use it.

I use the upstairs sensory wall for students going between classes as a short break.

I have taken several students from the AS program to the first-floor sensory wall to calm down. One student even asked to walk to the sensory wall so she could calm down.

My students use the sensory wall to help re-regulate throughout the school day.

This wall serves as a regulation tool for students, offering them a quick break from their day or a way to calm down when emotions are heightened, helping them refocus on learning. It’s also beneficial because it normalizes the need for sensory breaks, showing students that anyone might need one – not just those with special tools like fidgets. This approach helps reduce the spotlight on our neediest students.

My room is right across from our Emotional Support classroom, and our students who receive services there have had quite a few opportunities to bond with Ken. Ken becomes an excellent communication tool with students there.  I covered the classroom for a little while today and had a student who would otherwise be very resistant to discussing schoolwork.  After some time with Ken, the student was willing to open his computer, take my feedback on how best to find his grades and missing assignments, showed concern for his grades, and willingly took a “to-do” list with him and even suggested where he should keep the list so that he could come back to it to complete the work.  It wasn’t completing work….yet….but baby steps are commendable with this student!

Ken is helping students with impulse control, as they wait respectfully and patiently for their turn with Ken.  As we know, this is difficult for some students, but when being successful with those skills results in time with Ken, students are highly motivated.  Students are expected to approach Ken with calmness, so this rule is also encouraging that positive behavior in the building.