This paper offers teachers basic information about sensory integration and suggests strategies for managing classrooms which include children with sensory integrative dysfunction. The first section looks at what sensory integration is, noting especially the roles of the three "near senses": the vestibular system, the proprioceptive system, and the tactile system. Next, sensory integrative dysfunction in children is considered, including the hyporesponsive child and the hyperresponsive child. Specific ways that sensory integration dysfunction can become a problem in the classroom are considered, including problems with peers, with controlling aggression, with motor planning, and with maintaining alertness. Suggestions for classroom management while managing a child with sensory integrative dysfunction are offered, including suggestions for setting up the classroom, managing instructional time, and being flexible in teaching styles. Teachers are urged to seek the support of colleagues, administrators, parents, and providers of support services. (Contains 21 references.) (DB)