Building Sensory-Friendly Classrooms Together
Sensory Classroom Support Initiative Vote NowHow It worksProgram Overview
The Sensory Classroom Support Initiative is a community-driven grant program created to help teachers build more inclusive, sensory-friendly learning environments for students in Yuma County.
Through community nominations and voting, educators will be selected to receive classroom funding to purchase sensory tools and adaptive classroom supports such as seating options, calming resources, fidgets, visual supports, and other classroom-based sensory needs.
This initiative is designed to strengthen classrooms, support teachers, and ensure students of all abilities have access to environments where they can learn, regulate, and thrive.
Grant Awards
1st Place (1 Winner)
2nd Place (1 Winner)
3rd Place (1 winner)
Runner Up (6 Winners)
Meet The Nominees
- Gaely Gomez, C.W. McGraw
- Claudia Alvarez, C.W. McGraw
- Sonia Diaz, El Valle Del Encanto
- Emily Ramos, Pecan Grove
- Maria Ramirez, Desert Sonora
- Melissa Craig, Pecan Grove
- Theresa Egbunine, Pecan Grove
Gaely Gomez, 4th Grade Teacher, C.W. McGraw
As a first-year teacher, I am committed to creating a classroom where every student feels safe, supported, and ready to learn. With my degree in both Elementary Education and Special Education, I understand the importance of sensory tools in helping students regulate emotions, manage stress, and stay engaged throughout the school day.
Access to sensory items would provide students with healthy ways to self-regulate, creating a calm and inclusive learning environment where all children can feel secure and successful. Funding for these resources would help me create an inclusive learning environment where all students have the support they need to succeed.
Maria Prevot, 3rd-6th Grade Teacher, Valley Horizon
I would love to have some sensory tools and materials for my classroom because they will provide students with opportunities to explore, self-regulate, and engage in hands-on learning. These resources will support student’s sensory needs, increase concentration, reduce stress, and promote positive classroom behavior.
Your support will help create a more inclusive learning environment where every student has the opportunity to thrive.
Sonia Diaz, K-6 Self-Contained ESS Teacher, El Valle Del Encanto
Hello everyone, my name is Ms. Diaz. I graduated from Northern Arizona University with a master’s degree in special education in Mild/Moderate Intellectual Disabilities in May 2022. I have been teaching in a self-contained classroom for the Somerton School District since 2018. As an ESS educator, I work to provide a positive, encouraging classroom where every student feels appreciated, supported, and capable of succeeding.
I work to provide individualized accommodations, sensory-friendly strategies, and engaging learning experiences that help students overcome challenges and build confidence both academically and socially.
Support through this initiative would make a tremendous difference in my classroom. Additional specialized resources, adaptive materials, and sensory tools would help me better accommodate the diverse needs of my students and provide them with opportunities to achieve their goals. These resources would help improve focus, self-regulation, communication, and engagement, creating a more accessible learning environment for all learners.
Theresa Egbunine, Preschool Teacher, Pecan Grove
My name is Theresa Egbunine, I have been a proud preschool teacher for five years.
My ESS classroom serves students with diverse learning, communication, and sensory needs who benefit from specialized instruction and individualized support. This nomination would provide resources that directly enhance student engagement, independence, and access to learning.
The materials will help create a more inclusive and supportive environment where students can build academic, social, and life skills while gaining confidence in their abilities. The impact of these resources will extend beyond the classroom by helping students develop skills that support success at school, at home, and in the community.
You are not just nominating my classroom, but you are changing the lives of our young generation.
Abigail Bueno, 8th Grade ELA Teacher, Somerton Middle School
The support through this initiative can allow me to continue to create an inclusive learning environment that can support my students. Resources that support sensory needs and emotional regulation would provide students with strategies to manage stress and anxiety, help them build self-awareness, and confidence. These resources would have a lasting impact on both their academic success as well as their social-emotional growth, which would help them reach their full potential as learners in my classroom.
Alexis Araiza, K-3rd Grade Teacher, Cesar Chavez Elementary
As an extended special education teacher, I would love to create a sensory area for my students to enjoy- a safe, calming space where they can take a break when needed and develop important self-regulation skills. Working primarily with autistic students and students with other disabilities, I see firsthand how beneficial sensory supports can be in helping students manage emotions, reduce, stress, and return to learning feeling focused and ready to succeed. Having the proper sensory equipment can make a meaningful difference in an extended special education classroom by helping students regulate their sensory input and stay in an optimal state for learning.
Many learners benefit from tools like weighted items, fidgets, or calming spaces because these supports can reduce anxiety, improve focus, and decrease challenging behaviors caused by sensory overload or under-stimulation. When students are better regulated, they’re more able to engage in instruction, communicate their needs, and participate in daily classroom routines with greater independence and success.
Melissa Craig, 2nd-5th Grade Teacher, Pecan Grove
My name is Melissa Craig and I am a Special Education Teacher at Pecan Grove. I have a Masters in Early Childhood Special Education and I’ve worked with preschoolers for over 20 years. I’m excited to expand my teaching horizons and move into 2th-5th grade Special Education, I can’t wait!
Many of my students have unique sensory needs that can impact their ability to participate in classroom activities. Access to sensory support creates a calming and supportive environment where students can develop self-regulation skills, reduce anxiety, and improve focus.
These resources will help my students feel safe, and ready to learn, ultimately increasing their participation and success throughout the school day. Thank you for the opportunity.
Emily Ramos, 4th Grade Teacher, Pecan Grove
Hello!
My name is Emily Ramos, and I am a 4th grade teacher at Pecan Grove Elementary. I graduated in 2021 from Northern Arizona University with a Bachelors in Elementary Education and have been teaching for 5+ years for Yuma District One.
As a fourth grade teacher, I see firsthand how sensory needs can affect a student’s ability to focus, participate, and be successful in the classroom. A sensory classroom support initiative would provide resources that help students regulate emotions, manage stress, and stay engaged in learning.
Many students benefit from movement, calming tools, and sensory supports that allow them to return their attention to instruction more quickly.
These resources would help create a classroom where every student feels supported, included, and equipped to reach their full potential both academically and socially.
Maria Ramirez, K-4 ESS Teacher, Desert Sonora Elementary
I teach in a self-contained classroom where students have a wide range of abilities and unique needs. They thrive when provided with frequent sensory breaks, hands-on learning opportunities, and clear visual supports that keep them engaged and help them access the curriculum.
Providing sensory tools and hands-on activities would allow my students to stay calm, focused, and ready to learn throughout the day.
Additionally, art materials would offer meaningful hands-on activities that strengthen coordination and fine motor skills, empowering each student to make progress toward their individual goal and succeed in school.
Kaylee Johnston, K-5 ESS Teacher, Pecan Grove
Every student benefits from a sensory-friendly environment, but when you have students who are already struggling with accessing their environment because of a disability, tools like alternative seating, calming tools, and sensory supports become a lifeline for them.
Access to these resources is a right of every student. This initiative would help ease the burden of providing these resources myself and provide an environment where every student is given the support and equipment needed for them to succeed throughout their day.
Cintia Avalos, K-4 Life Skills Teacher, Desert View Elementary
A sensory room will have a powerful, positive impact on my students with autism because it gives them what they need most: a safe place to calm, reset, and return ready to learn . When my students become overwhelmed by noise or changes in routine, their bodies and brains can go into “overload,” making it very hard for them to focus, follow directions, or participate with peers . A sensory room and sensory tools give them a healthy way to regulate instead of shutting down.
With a sensory room, I can offer short, purposeful breaks using sensory seating, bean bags, sensory bins, a calming corner, a small couch, sitting pillows, liquid viewers, and other sensory regulating items, so students can safely meet their sensory needs and regain control . This means fewer meltdowns, quicker recovery after setbacks, and more time spent on learning, while also creating a calmer classroom for every child.
By voting for our program to receive a sensory room, the community is investing in students’ emotional well-being, independence, and long-term success . You are helping create a classroom where children with autism, and all students, are valued for their uniqueness, supported in their individual learning styles, and welcomed and cared for as they learn at their own pace.
Carolina Torres, 3rd-6th Grade Teacher, Arizona Desert Elementary
In our special education classrooms, many students work every day to overcome sensory, communication, and behavioral challenges. A sensory room would provide a calming and therapeutic space where they can regulate their emotions, build coping skills, and return to learning ready to succeed.
This support would have a lasting impact on their academic growth, independence, and overall well-being, helping each student reach their fullest potential.
Claudia Alvarez, K-5 Resource Teacher, C.W. McGraw
Hi, I’m Claudia Alvarez, and I am entering my 12th year in education and third year as resource special education teacher at C.W. McGraw Elementary School. After nine years in general education, I followed my passion and returned to school to earn my Master’s degree in Special education which I completed in Dec. 2025.
As a resource teacher, I work with amazing children who face unique learning and sensory challenges and I love helping them discover their strength, build confidence and celebrate every success along the way. Providing sensory tools to my classrooms will greatly benefit and help my students stay focused, regulate emotions and feel successful throughout their school day.
These resources will directly support some of our most vulnerable learners. Thank you for supporting not only me, but my incredible students.
Eligibility Requirements
Who Our Grant Serves
To qualify, applicants must:
- Be a certified teacher
- Teach in a public or charter school*
- Be located in Yuma County
- *At this time, we are not taking submissions or considering applicants affiliated with micro-schools, homeschool programs, or private non-accredited programs
Important Dates
Nominations Open
June 1, 2026 – June 7, 2026
Review Period
June 8, 2026 – June 14, 2026
Voting Period
June 15, 2026 – June 26, 2026
Winners Notified
NLT July 8, 2026
Winner Response
Agreement and sensory item wish list must be received by July 15, 2026
Delivery of Items
Mid-Late July
The Process
How It Works
1. Nomination Phase (June 1, 2026 – June 7, 2026)
Teachers are nominated by peers, parents, staff, or community members on this website using the form available on this page. Nominations should include info about classroom size, classroom need, impact, and alignment with program goals.
Following the nomination period, all eligible submissions will be reviewed by Strong Beginnings Project. Nominations will be evaluated based on classroom sensory needs, student impact, and completeness of submission materials.
2. Review Phase (June 8, 2026 – June 14, 2026)
All nominations are reviewed for eligibility and compliance with program requirements.
A total of fifteen (15) finalist classrooms will be selected to advance to the community voting phase based on a standardized scoring rubric.
3. Community Voting
Finalists will be posted here on the official website for public voting.
All voting must occur here on:
https://strongbeginnings.org/
using the form on this website page.
*Each person may vote one (1) time per day per valid email address during the voting period. Additional votes submitted beyond this limit will not be counted. Voting is only valid when submitted through the official Strong Beginnings Project website.
4. Winners Announced
Winners are selected based on vote totals and awarded grant funding for classroom sensory supports.
5. Classroom Sensory Wishlist Submission & Delivery
After winners are announced, selected teachers will submit a classroom sensory wishlist to The Strong Beginnings Project for review and purchase. Requested items must align with the awarded funding amount and meet the program criteria for sensory, adaptive, or special needs classroom support items. Approved items will be purchased by The Strong Beginnings Project and delivered to classrooms in July 2026.
Frequently Asked Questions
FAQ
How often can I vote?
Each person may vote one (1) time per day per valid email address during the voting period. Additional votes submitted beyond this limit will not be counted.
Voting is only valid when submitted through the official Strong Beginnings Project website: https://strongbeginnings.org/
What can the grant funds be used for?
Funds must be used for classroom-based sensory and adaptive materials such as seating tools, sensory bins, calming items, lighting supports, and other approved classroom resources.
Can I apply for my own classroom?
Yes, teachers may be nominated or self-nominated if eligible. Limit of 1 vote per person per day.
Who can vote?
Voting is open to the public through the official Strong Beginnings Project website.
How will funds be distributed?
Each awarded classroom will submit an itemized list of approved sensory and classroom support items (up to their awarded grant amount).
Strong Beginnings Project will purchase the approved items directly from vendors such as Amazon or other approved retailers.
Once purchased, items will be coordinated for pickup or delivery to the teacher’s school site.
Can schools or administrators apply?
No. This initiative is designed specifically for individual classroom teachers.
How are winners selected?
Finalists are chosen through eligibility screening and then awarded based on community voting totals.