In this 2022 article; “Muting, filtering and transforming space: Autistic children’s sensory ‘tactics’ for navigating mainstream school space following the transition to secondary school.”, the take-home messages are:
There are sensory challenges in mainstream school environments for ASD children.
Working with young people post-transition to secondary school has highlighted these challenges.
Sensory challenges exist across the school environment: Classrooms, lunch halls, playgrounds and even corridors can feel overwhelming.
Muting, filtering and transforming space ‘tactics’ are ways that young people deal with feelings of sensory overload.
Teachers, parents and therapists can use this understanding of these sensory tactics to support the design of more inclusive school spaces.
Summer is here, and we have hope that we are now leaving behind the struggles of Spring 2020 and C-19. The world has been reminded about the importance of social relationships – we have all realised how much we value family, friends and having strong support and connections. Stay with us or join us and be a part of our Sensory at Home communities as we enter a new phase after being ‘sensory stuck at home’.
Sensory integration…the ability to organize sensory information for use…perception and synthesis of sensory data that enables man to interact effectively with the environment.’
Jean. A. Ayres (1972)
Ayres’ Sensory Integration combines theories and concepts from human development, current neuroscience, psychology with occupational science into a holistic framework through which we can consider a person’s development, learning and behaviour.
Integrating sensory input is essential for development, it underpins learning and ensures we can participate in daily life, helping us to ;
make sense of and join together cues in the environment
‘do the right thing at the right time and in the ‘just right’ way’ – moving and using our bodies to get things done
be aware of what goes on within our own bodies;
know who we are – where we stop and start and where others begin
manage emotions and self -regulate
interact with others and the world around us – and safely
Here is a great resource to share with therapists, teachers, and families new to Ayres’ Sensory Integration to help explain Ayres’ SI in more detail.
Thank you to Ms Grieco and Ms Wooldridge for sharing this on YouTube
Ofsted has warned that some early years education providers have “undue concerns” about letting children play outside, climb and run around. These health and safety fears are hindering children’s ability to build up muscular strength and dexterity.
Without taking risks, children’s “natural inquisitiveness” is stifled, Ofsted’s annual report said, “In the early years, a crucial part of preparing children for school is developing their muscular strength and dexterity…
Ofsted is the Uk government’s Office for Standards in Education, Children’s Services and Skills. Ofsted inspects and regulates schools, services that care for children and young people, and services providing education and skills for learners of all ages. The full report is available here