SENSORY PROCESSING NEEDS

Katie Alvey (Educational Psychologist),Tina Roszczyk (SENCo),

Nicki Neilon (Autism Advisory Teacher)

Aims

To understand what is meant by ‘sensory processing’ and ‘sensory integration’

To recognise the signs of sensory processing difficulties

To translate these needs into the classroom context

To consider how to support children with sensory processing needs in school

What is sensory processing?

...’how the nervous system receives messages from the senses and turns them into appropriate motor and behavioural responses’ (SPD foundation)

Brain research

Touch input stimulates nerve growth (soothing or pressure touch vs. light touch)

‘Use it or lose it’

Heavy activity that stimulates our body awareness (proprioception) boosts serotonin

Sensory development

Sensory Integration Theory

LEARNING = process sensation and movement ...to plan and organise behaviour

Poor sensory processing = poor responses...which affects learning and behaviour

Enhanced sensation CAN improve sensory processing... which enhances learning and behaviour

Sensory Processing Difficulties

‘A neurological ‘traffic jam’ that prevents certain parts of the brain from

receiving the information needed to interpret sensory information correctly’

(Jean Ayres)

Sensory Processing Difficulties

Sensory Processing Difficulties

http://www.youtube.com/watch?feature=player_detailpage&v=6O6Cm0WxEZA

Sensory Processing Difficulties

A difficulty with sensory processing Weaknesses in one or more of the

sensory systems Impact on ability to react appropriately A difficulty screening out input Impact on ability to focus and pay

attention A spectrum need/disorder

Comorbidity

SPD more common or severe in children with:› Autistic Spectrum Disorder› Tourettes Syndrome› Fragile X Syndrome › Learning difficulties

How does it present in the classroom?

Over-/Under-reactivity to sound, touch, movement Seeking/avoiding sensory input Lethargic/disengaged Poor regulation of responses Poor attention Poor motor skill development Difficulties with daily life skills Poor sleep habits Restricted eating habits Uses excessive force Delayed communication and social skills Unpredictable outbursts Anxiety (transition times or changes to routine) Poor self-esteem

A sensory-friendly classroom

Whole School Approach Advocate flexible teaching and learning (VAK) Provide safe (quiet, comfortable) spaces in

school for calming at all times. Whole school ethos promoting motor activity

breaks Encourage extended out of hours activities e.g.

Drama, martial arts, dance, music Family learning activities Celebrate different recording/learning styles

through school display, ICT, performances, and tournaments

Increase awareness of all staff to sensory integration difficulties incl. LTS

General classroom strategies

Check classroom environment Have a quiet, clutter-free area Clear displays Motor activity breaks Account for social skill development Consistent routines and boundaries Plan transition times Range of resources for recording,

fiddling, calming

Specific strategiesRubbing different textures against the skin

To try different textures and calm children who seek extra sensory input

Science and cooking activities To incorporate tactile activities into the normal curriculum and to explore different textures and shapes in a real context

Art Activities To allow cutting, sticking, messy art , and different textures.

Handling Pets Stroking animals is a very calming activity.

Oral Motor Activities Licking stickers, drinking through straws, using sports bottles, chewing wrist bands and watch straps, providing food that needs chewing.