Our Senses – we have 7!

Tionscadal Léirithe um Theiripe ar Scoil agus Tacaíocht na Luathbhlianta

Demonstration Project on In-school and Early Years Therapy Support

Sensory Processing
Information for Parents

The ‘Hidden Senses’

The Vestibular Sensory System (sense of balance) is located
in the inner ear and provides the body with information
about movement (up, down, left or right), gravity and the
speed of the movement. It tells us where our body is in
space. The brain receives this input during movement
activities.

The Proprioceptive Sensory System (sense of body

awareness) provides information from the muscles, joints
and tendons telling the body where it or the particular
body part is at any given moment. The brain receives this
input by doing ‘heavy work’ activities, e.g. pushing and
pulling games, lifting or carrying heavy objects, playing
with stiff putty, and lying under heavy blankets.
 Sensory Processing is: How the Senses Respond
(over responsive)-Turned up
The ability of the brain to take in, sort out and
process information from the world around us.

The ability to process sensory information and

generate an appropriate and graded response. Just right-level

This is an ongoing and constant process!

(under responsive )-Turned down

Examples:
•A cold shower
•Strong perfumes
•Woolly clothing or labels on clothes
•The feel of jelly in your mouth
•The taste of coffee
•Cluttered wardrobe
•Rollercoasters
•Background noise
Difficulty with Sensory
How can we help?
Processing
It is important to remember that everyone responds
differently to sensory information.
Difficulty with sensory processing happens when the What are your sensory preferences?
brain cannot sort out, filter, organise, analyse, and How do you respond to noise, light, touch,
connect or integrate sensory messages.
movement, etc.?
It is like a “traffic jam” in the brain, with some bits of
sensory information getting “tied up in traffic”. Certain We only need to intervene if sensory difficulties are
parts of the brain then do not get the sensory affecting a child’s participation in daily activities!
information they need to do their job.
• Think about your child and the behaviours they
are displaying or finding challenging
Over-responsive Under-responsive • What sensory areas do you think your child is
having difficulties with?
• Look for patterns

Become a Sensory Detective!

Sensations my Sensation my Sensations my

Behaviours we may see: child enjoys or child avoids/ child ignores/
seeks: dislikes: is slow to
o Over-activity and/or under-activity respond to:
o Sensory seeking behaviour, e.g. touching
things/ people excessively, squeezing
people, chewing or smelling items
o Overly sensitive to sensory input, e.g.
difficulty tolerating noises or messy play
o Difficulty concentrating and sitting still
o Anxiety and fear
o Withdrawal and avoidance
o Aggression
o “Shutdown”
Regulation Ideas – calming strategies Regulation Ideas – alerting strategies
Sense Calming Sense Alerting

Touch (tactile) Deep pressure touch, bear Touch (tactile) Light touch, tickle, extreme
hugs, massage, vibration temperatures
Smell (olfactory) Calming scents such as
Smell (olfactory) Strong scents such as lemon,
lavender, vanilla
spices
Mouth (oral motor) Licking, chewing or crunching,
sucking or blowing, sweet soft Mouth (oral motor) Crunching strong flavours,
or warm textures cold temperatures

Vision Dim lights, enclosed space such

as a tent, slow moving objects
Vision Bright colours, flashing
such as lava lamps, clear and
lights, spinning objects, busy
uncluttered environment,
cluttered environment
glitter bottle

Hearing (auditory) Quiet environments, slow

tempo low pitch soft sounds, Hearing (auditory) Loud volume, quick tempo
relaxation CDs, white noise music, high pitch

Movement Back and forth movement Movement (vestibular) Circular movement,

(vestibular) (swinging), rocking, slow spinning, fast unpredictable
movement movement
Movement Heavy work for muscles and
(proprioception) joints, e.g. pulling, pushing, Movement Usually these activities are
lifting, jumping, climbing (proprioception) calming
 Tips for Creating a Sensory You may make a cosy area by blocking off a corner of a
room, using a pop-up tent, using sheets & blankets to
Friendly Home create a den etc.
Use your imagination and together create your own
• Create a quiet cosy chill-out space in your home.
unique cosy area.
• Create opportunities for big body movement activities
(access to outdoors if possible).
• Create a daily visual schedule (for ideas see do2learn.com).
• Use of a timer to help with transitions between activities. What do I put in it?
There is an unlimited number of visual timers available on
• Textures: Beanbag, cushions,
YouTube.
blankets, favourite soft toy,
• Be mindful of noise levels in the room.
fun things to feel (fidgets, playdough). Texture
• Establish tidy up routines after play, mealtimes etc.
boxes (fill a lunch box with your favourite feely
• Use of natural light where possible.
items –rice, slime, things from nature such as
shells, pine cones, leaves and twigs).
Creating a Cosy Area • Things to look at: Torch lights, lava lamp, snow
globe, fairy lights.
• Thinks to listen to: Headphones, soft music, home-
What is it? made musical instruments.
It’s a safe calm space for your child to access • Things to smell: Scented hand lotion,
throughout their day. It can be used when your child is scented playdough.
upset, distressed or when they need some time to chill
• Oral Activities: Blow bubbles,
and relax!
straws and cotton wool, whistles
How do I make it? blow toys, snacks.
There is no set recipe or instructions for making a cosy • Be creative with what you put into your cosy
area. You can make your cosy area fit your home, corner and be sure to include things your child
working with whatever space you have available! enjoys.