Sensory Processing

We all process sensory information in a unique way. For example, some people are more sensitive to noise or movement while others seek more sensory input. Children are developing their sensory pathways and their responses can change over time. For some students, the impact of sensory input can be detrimental to their wellbeing and access to the curriculum.

For those with complex needs, sensory exploration is still very much a part of their development but can lead to behaviours which can be challenging and/or unsafe. For others, their personal challenges may not be visible, or they may not realise they are experiencing the environment differently.

Sensory differences are considered during diagnostic processes but can be experienced by people who do not have other diagnosed conditions.

There has been research into the impact of colours on students in learning environments and we have worked with schools around this. It is acknowledged that certain colours are perceived differently by some people and this is common with autistic individuals. In our experience, sometimes students who display PICA (a condition where a person eats objects not normally considered as food) actually have a mineral deficiency.

Sensory circuits are sequences of activities designed to support with sensory regulation to reduce sensory seeking or avoidant behaviours which cause challenges or safety concerns.

What We Offer

• practical support through observations, environmental audits and individual checklists
• examples of sensory stories and sensory curriculums
• interactive training to highlight the impact of sensory differences
• examples of resources to consider before buying them
• support to set up and use sensory circuits – either portable or set spaces
• support with setting up sensory rooms
• Sherborne Developmental Movement groups and/or training
• Retained Primitive Reflex awareness training