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2026–27 • Labs & wellness

Conflict Resolution Sensory Pathway

Practice pause, communicate, choose, and try again.

Classroom lesson: Conflict Resolution Sensory Pathway

Today I can…

choose a way to solve a small shared-task problem

Words to know

Words for this lesson

PAUSEFEELASKCHOOSETRY

Follow along

What we will do

  1. 1

    Pause

    Stop at the PAUSE card and choose a comfortable position.

  2. 2

    Tell

    Use words, signs, or AAC to say what you need.

  3. 3

    Choose

    Choose taking turns, another tool, help, or a break.

  4. 4

    Try

    Practice your choice with a partner using a simple pretend situation.

  5. 5

    Check

    Tell whether the choice worked or choose another option.

Speech, sign, point, eye gaze, or AAC

Tell us what you need

Choose a word when you are ready.

MY TURNYOUR TURNHELPBREAKNO
Teacher & para guideMaterials, learning objectives, access, and safety

Materials

  • Clear accessible floor or tabletop pathway
  • Large pause/ask/choose/try cards
  • Two copies of preferred tools when possible; scenario pictures

Safety first

Use pretend low-stakes scenarios, not forced disclosure or staged distress. Never require touch, eye contact, movement, or sensory exposure. Keep routes clear and follow mobility and support plans.

Follow each student's IEP, health, feeding, allergy, behavior, and mobility plans.

Individual learning objectives

Choose Level 1, 2 or 3 individually in either House group. A House is not an ability level. Watching, directing and communicating a boundary are valid participation.

Level 1

Choose or indicate one pause example using an established response.

Level 2

Complete or direct two steps of the activity with support.

Level 3

Compare results and communicate one observation or care decision.

Skill focus: Communication, turn-taking, choice, problem solving

30-minute teaching sequence

Introduce · 5 min

5 minutes: Show the finished example or materials. Preview the choices, boundaries, and ways to participate.

I do · 10 min

5 minutes: Stop at the PAUSE card and choose a comfortable position. Model one action slowly and demonstrate HELP and STOP.

We do · 10 min

15 minutes: Use words, signs, or AAC to say what you need. Choose taking turns, another tool, help, or a break. Practice your choice with a partner using a simple pretend situation.

Exit choice · 5 min

5 minutes: Tell whether the choice worked or choose another option. Record the learner’s actual choice or observation; tidy the station together.

Science note: A visual sequence can make a problem-solving routine easier to follow. Sensory preferences differ; no pathway activity guarantees calm or resolves every conflict.

Prepare for this learner

Offer speech, pointing, gaze, AAC, partner-assisted scanning, or a recorded choice. Follow individual vision and mobility plans. Present one or two items at a time; watching, declining, and taking a break are valid participation.

Lower-staffing option: Use one facilitator-led tray with learners choosing, observing, or directing from their seats. Omit handling if supervision is insufficient.

Record the response, access method, opportunities and support used. Record observed, declined or not assessed separately; a communicated refusal is not a failure of participation.

Word lesson plan

Editable classroom source plan. Source files may retain earlier titles. Use the individual level choices and safety guidance above when preparing the session.

Access supports

Communication Model five core words; accept speech, AAC, eye gaze, gestures, object choices, signs, and partner-assisted scanning.

Sensory Present one material at a time. Offer tools, gloves, observe-only, a scent-free choice, and a quiet break.

Motor Stabilize containers, pre-loosen parts, use adapted grips, and offer seated, standing, partner, or directing roles.

Learning Show the finished result, model first, use short visual steps, repeat, and record the least support needed.

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