Sensory processing and integration

• Poor Registration: the child or young person may miss sensory input and may seem uninterested and/or inattentive to their surroundings.
• Sensation Seeking: children or young people may miss or not process incoming sensory information. They may actively seek out sensory input – for example, they may touch others often or engage in unsafe activities like jumping from heights.
• Sensory Sensitive: children or young people may become overloaded by sensory information. They notice all sensory input and may appear easily distracted, irritable, cautious and uncomfortable in loud or busy environments.
• Sensation Avoiding: children or young people may feel overwhelmed by sensory information and will actively avoid the stimulation. They may run away from loud or busy environments, cover their ears, wear gloves to avoid touching certain materials.
• May find it difficult to concentrate and pay attention which can in turn impact on their ability to problem solve, plan and make decisions.
• May fidget, appear not to listen or to pay attention, struggle with sitting or standing for long periods.
• May appear to be clumsy, may tire easily and find it hard to organise themselves.
• May have periods of distress because of sensory overwhelm and may find it difficult to accept support to calm and regulate during these times.
• Displays self-soothing behaviours (stimming, flapping, rocking, tooth grinding, tapping)
• Finds it difficult to eliminate background noise and other sensory information, sometimes leading to overwhelm.
• May be showing signs of reluctance to attend school or have an increase in absences, due to sensory overload.

Based on need, some of this provision will be effective.

• Adapt the environment to prevent sensory overload. Adults understand the impact of the sensory environment and make pro-active environmental adaptations to prevent overwhelm such as: reducing visual clutter, maximising opportunities for natural lighting, considering acoustics, for example rubber stops on chairs which scrape, use of carpets, paper towels in bathrooms, consistent colour schemes, consideration of crowded areas and allowing pupils to move through school during less busy times.
• Allow agreed adaptations to the school uniform. Ensure personalised adjustments to school uniform are agreed based on individual sensory profile.
• Planned opportunities for the child or young person to engage in sensory regulation activities such as:
  • proprioceptive activities
  • ‘heavy work’
  • sensory diets
  • sensory circuits.
• Children and young people’s sensory profile is shared with all staff. Staff are aware of each child or young person’s sensory profile, including preferences. This profile is shared and regularly reviewed with the child and parents or carers.
• Children and young people are supported to understand their own sensory profiles. They are supported to explore a range of sensory experiences and are involved in identifying the strategies which they find regulating (creating a sensory differences plan).
• Access to sensory breaks both within and outside of the classroom. Sensory breaks are pro-active and provided consistently, for example timetabled and regular rather than reactive (only given when the child or young person is showing signs of becoming overwhelmed). Pupils are supported to develop the confidence, and are given the tools, to request a break if needed.
• Sensory breaks are carefully planned and reviewed to ensure they are meeting the child or young person’s needs, such as do they need a calming or alerting activity to support regulation and re-engagement?
• Sensory needs are supported discreetly, for example a movement break might be framed as taking the register to the office.
• Relevant staff are aware of the child or young person’s sensory needs and the potential impact of disruption to sleeping patterns, eating and drinking. These personalised needs are captured and shared with all staff.
• Sensory break opportunities are adapted according to need. Adults are aware of the times when the frequency of sensory breaks might need to be increased, for example at times of change or transition and are pro-active in terms of providing these opportunities.
• Use of  interoceptive activities. These are to support children and young people to ‘tune into’ the signals their body is giving them.
• Strategies to manage emotional regulation are taught. Programmes such as Zones of Regulation are used to support children and young people to develop understanding of strategies available to manage regulation.
• Planned and consistent use of sensory tools such as ear defenders or noise-cancelling headphones, weighted blankets, crunchy snacks, foot band for chair or a foam roller to put feet on whilst sitting. The impact of these is frequently reviewed alongside the child or young person.
• Use of the ATTEND Framework to support EBSA. If your child or young person is presenting with school avoidance or you are noticing patterns of absence, use the ATTEND Framework as an early intervention to identifying needs and managing their concerns around attending school.

Support services

• Request support from Devon’s Communication and Interaction Team
• Sensory | Children and Family Health Devon

Further reading and information

• What You Might See | Sensory Processing
• ‘Sensory differences’ planning tool: Occupational Therapy workshops | Children and Family Health Devon
• One-minute guide: Sensory processing
• Interoception advice | Children and Family Health Devon
• Sensory Stories and Sensory Storytelling | SEND – Twinkl
• Free resources from Sensational Brain
• Heavy Work Activities for Teens and Older Children
• Introduction to the ATTEND Framework – for use when children and young people are at risk of Emotionally Based School Avoidance
• The Autism Education Trust provides a range of free and paid for resources, for schools and parents
• Sensory Strategies and Supports for the Classroom – GriffinOT
• Simple stuff to get kids self-regulating in school – Lauren Brukner and Lauren Liebstein Singer

Resources to share with parents

• Occupational Therapy workshops | Children and Family Health Devon
• Quick read info and video on Autism and Sensory Processing | Children and Family Health Devon
• Understanding sensory behaviour
• Sensory Processing: A guide for parents
• Easy sensory activities
• Sensory Help Now
• Parental Minds