A neurological condition, sensory processing disorder, may make the acquisition of knowledge and skills received through the sense more difficult. Receiving messages from the senses and turning them into developmentally appropriate motor and behavioral responses are characteristics of sensory processing disorder (additudemag.org). Sensory processing disorder is not listed as a condition in the Diagnostic and Statistical Manual (DSM-5) and is not considered under the Individuals with Disabilities Education Act (IDEA) a specific learning disability.

Here are ways to support students who experience sensory processing disorder:

Give direct instruction on self-regulation skills.
Provide alternate classroom seating (e.g. standing desk or exercise ball).
Plan advanced verbal reminders to the students before loud noises (e.g. school bells, announcement, etc.).

References

Miller, L. J., Fuller, D. A., & Roetenberg, J. (2014). Sensational kids: Hope and help for children with sensory processing disorder (SPD). NY, NY: Penguin Group.

Arky, B. (2020). Sensory Processing Issues Explained. https://childmind.org/article/sensory-processing-issues-explained/

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The Craig School admits students of any race, color, national and ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the school. It does not discriminate based on race, color, national and ethnic origin in the administration of its educational policies, admissions policies, scholarship and loan programs, and athletic and other school-administered programs.