SEND advice and guidance

Sensory Processing

Sensory processing is the way that our brain sorts out sensory information so we understand the world and can manage our everyday life whilst learning and interacting with our environment both physically and emotionally.

Our senses help us:

  • notice, understand and respond appropriately to what we can see, hear, feel etc.
  • Become alert of danger
  • remain focussed on task
  • influence our ability to be in control of our responses to what is happening around us

For some children and young people their sensory development is delayed, and they struggle to take part in everyday occupations. For example, they are so unsettled by loud noise or overcrowded spaces that they can’t go to supermarkets or get on the train at peak times.

Some of the daily activities that may be affected as a result of having sensory processing differences include:

  • Hair cutting
  • Teeth brushing
  • Moving around
  • Having a shower
  • Eating and drinking
  • Going to school or college
  • Shopping

It is also important to remember that sensory processing challenges can be affected by sleep, hunger, time of day and other variables.

Getting help:

The Occupational Therapy Team can provide support for your child or young person. To request help, please contact Children and Family Health Devon (CFHD) Occupational Therapy team. You can use the following link: Requesting help from CFHD – Children and Family Health Devon

Children and young people may benefit from these general strategies:

  • A sensory diet and activities that can help them to regulate across the day
  • Access to quiet/ calm areas (low arousal environments)
  • Frequent sensory/ movement breaks
  • Ways to indicate to staff that they need a break
  • Clear visual cues in the environment of what to do and how to do it

A sensory diet may include:

  • a break somewhere quiet
  • a walk around the school grounds
  • access to crunchy or chewy foods/ snacks
  • physical activities (some may need fast bouncy movements other’s may need slow and heavy activities)
  • time wearing a weighted jacket, carrying a ‘heavy’ school bag or engaging in deep pressure/ body awareness activities such as massage
  • weighted cutlery

Within the classroom they may benefit from:

  • fiddle toys
  • wobble cushions
  • a variety of seating such as beanbags or chairs to sit on instead of the floor or ensuring their feet are well supported on the ground (placed on a step/box)
  • “Chewelry” and oral motor toys
  • headphones to shut out noise overload
  • calming/ arousing smells
  • weighted lap or shoulder cushions
  • heavy weight activities such as carrying books/boxes
  • opportunities for experiencing different tactile input through messy play activities, texture books/bags etc.

Additional signposting:

Websites:

Useful reading:

  • Sensory Strategies (Practical ways to help children and young people with autism learn and achieve) by Corinna Laurie (The national Autistic Society)
  • The Out of Sync Child by Carol Stock-Kranowictz
  • The Out of Sync Child Has Fun by Carol Stock-Kranowictz
  • 101 Games and Activities for Children with Autism, Asperger’s, and Sensory Processing Disorders by Tara Delaney
  • How to support children with sensory processing needs by Lois Addy (LDA)
  • Understanding your childs sensory signals by Angie Voss
  • Attention, Balance and Co-ordination the ABC of Learning Success by Sally Goddard Blythe (WILEY Blackwell)