Description
Understanding Praxis and Sensory Integration After Diagnosis
A Guide for Neurodiverse AdultsUnderstanding how sensory information and motor planning influence everyday life can be particularly valuable for neurodiverse adults exploring their experiences following a diagnosis or developing a greater understanding of their individual needs.
This course provides a structured and accessible introduction to praxis, sensory integration and neurodiversity, exploring how the brain and sensory systems work together to support movement, planning, organisation and participation in daily activities.
Exploring Praxis in Everyday Life
Participants will begin by exploring key terminology and the relationships between sensory integration and processing, praxis and neurodivergent profiles, including autism, ADHD, dyspraxia and Developmental Coordination Disorder (DCD). The course also considers how clinical and everyday language can support self-understanding and communication.
The course introduces the neuroanatomy of praxis, explaining how different brain structures and sensory-motor pathways contribute to purposeful action. Participants will explore the stages of praxis, including ideation, planning, sequencing, execution and adaptation, and how difficulties at different stages may influence everyday tasks.
The foundations of Sensory Integration Theory are examined, including sensory registration, modulation and integration, and their relationship to praxis. Practical examples demonstrate how sensory differences can influence experiences in busy environments, work, social situations and everyday routines.
Participants will also explore different types of praxis difficulties, including ideation, somatodyspraxia and bilateral integration and sequencing, learning to recognise how these patterns may present in adulthood and how they can overlap or change depending on the environment and individual circumstances.
The course then focuses on participation and practical support planning, exploring how sensory and praxis differences can affect work, study, relationships, self-care, community participation and emotional wellbeing. Participants will consider environmental adjustments, task modifications, communication approaches and strategies for identifying and building on individual strengths.
Practical tools, including Sensory Ladders® and Sensory Spiders, are introduced to support the recognition of sensory patterns, communication of individual needs and collaborative planning. The course considers the evidence informing sensory-based approaches, alongside the importance of personalisation, co-production and ongoing review.
Throughout the course, real-life examples, interactive activities and opportunities for reflection encourage participants to develop a clearer understanding of their experiences and identify meaningful strategies that support participation, wellbeing and self-advocacy.
Learning Outcomes
By the end of this course, participants will be able to:
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Define and explain key concepts related to praxis, sensory integration and neurodiversity, including their relevance to neurodivergent profiles and everyday adult experiences.
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Describe the role of key brain structures and sensory-motor pathways in praxis, including how ideation, planning, sequencing, execution and sensory feedback contribute to purposeful action.
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Explain the foundations of Sensory Integration Theory, including sensory registration, modulation and integration, and recognise how these processes influence praxis, regulation and everyday participation.
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Identify different types of praxis difficulties, including ideation, somatodyspraxia and bilateral integration and sequencing, and recognise how they may appear or overlap in daily activities.
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Recognise the impact of sensory integration and processing and praxis differences on adult participation, including work, study, relationships, self-care, community activities and emotional wellbeing.
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Explore practical approaches to identifying individual strengths, challenges and support needs, using observation, reflection, participation mapping and consideration of environmental and activity demands.
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Identify appropriate strategies and reasonable adjustments that may support everyday participation, including environmental adaptations, task modifications, supportive routines and communication approaches.
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Explain the purpose and potential application of Sensory Ladders® and Sensory Spiders, recognising how personalised and co-produced tools can support self-awareness, communication, collaborative planning and ongoing review.
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Recognise the importance of self-advocacy, personalisation and collaborative support planning, including respecting individual preferences, communicating support needs and adapting strategies as circumstances change.
