Schools wanting to effectively support their autistic students and to become a more autism-friendly environment need to consider the unique sensory profiles of their students. This can often be the missing piece in supporting autistic students.

Autistic People Experience Differences in Sensory Processing

Research shows that sensory processing difficulties can profoundly impact how autistic students experience the school environment, affecting their ability to concentrate, regulate emotions, and engage in learning activities.

What Does the Research Say?

  • A large recent study of over 25,000 autistic children found that 74% of them reacted differently to sensations compared to other children. The study also found links between these sensory processing differences and how well the children could adapt their behaviour. 


  • A study of autistic school-age children in Ireland and Northern Ireland found that the majority of parents reported that their children participated most frequently in solitary activities with limited social interaction and increased predictability, such as playing computer games, watching TV and doing homework. 


  • Results from a Sensory Profile assessment, completed by the same parents, indicated that the majority of autistic children had different sensory responses in the categories of registration, seeking, sensitivity, avoiding, auditory, vestibular, touch and multisensory. 


  • Research has found that autistic children have difficulties sustaining engagement in activities, which affects their participation in school activities. 


  • Autistic school-age children with sensory processing differences were found to have reduced participation in social, physical and informal leisure activities and in less varied environments than neurotypical children.


How Does an Autistic Student's Unique Sensory Profile Impact Their School Experience?

For autistic students, it is often the lack of understanding of their unique sensory needs by those supporting them that significantly impacts their school experience.

Sensory stimuli such as bright lights, loud noises, crowded hallways, and even certain classroom materials can overwhelm their senses and cause sensory overload, leading to stress, anxiety, or meltdowns. Conversely, some students may seek out sensory stimulation (stimming) to regulate their emotions or stay focused, such as by fidgeting or rocking.

Differences in how an individual student integrates the information coming from their senses can lead to behaviour that looks like they are not concentrating when they are really struggling to filter out irrelevant stimuli and focus attention on relevant tasks.

Creating an Autism-Friendly School Involves Understanding Sensory Profiles

Understanding and accommodating autism and sensory needs contributes to creating an autism-friendly classroom where every student feels understood and valued.

The Sensory Inclusive Schools service can train school staff and offer ongoing support in better understanding their students' unique sensory profiles. By recognising and accommodating these sensory differences, staff can create a supportive and inclusive classroom atmosphere that minimises sensory overload and maximises the student's comfort and potential for learning. 

Tailoring teaching methods, adjusting classroom environments, and implementing sensory-friendly strategies can empower autistic students to increase participation in classroom activities, building confidence and contributing to academic success. Moreover, by fostering a deeper understanding of autism and sensory needs among school staff, schools can promote empathy, reduce stigma, and cultivate a culture of acceptance and inclusion within the school community, ultimately benefiting all students.

References

Ashburner, J., Bennett, L., Rodger, S., & Ziviani, J. (2013). Understanding the sensory experiences of young people with autism spectrum disorder: A preliminary investigation. Australian Occupational Therapy Journal, 60(3), 171–180. https://doi.org/10.1111/1440-1630.12025

Bar-Shalita, T., Vatine, J.-J., & Parush, S. (2008). Sensory modulation disorder: a risk factor for participation in daily life activities. Developmental Medicine & Child Neurology, 50(12), 932–937. https://doi.org/10.1111/j.1469-8749.2008.03095.x

Ferguson, R., Cross, S., McCanney, J., Kelly, G., Casey, J., & McCaffrey, F. (2014). Sensory processing patterns, activity choice and participation of children with autism across Ireland. Middletown Centre For Autism. www.middletownautism.com. 

Hochhauser, M., & Engel-Yeger, B. (2010). Sensory processing abilities and their relation to participation in leisure activities among children with high-functioning autism spectrum disorder (HFASD). Research in Autism Spectrum Disorders, 4(4), 746–754. https://doi.org/10.1016/j.rasd.2010.01.015

Kirby, A. V., Bilder, D. A., Wiggins, L. D., Hughes, M. M., Davis, J., Hall‐Lande, J. A., Lee, L., McMahon, W. M., & Bakian, A. V. (2022). Sensory features in autism: Findings from a large population‐based surveillance system. Autism Research, 15(4), 751–760. https://doi.org/10.1002/aur.2670

Lane, A. E., Young, R. L., Baker, A. E. Z., & Angley, M. T. (2009). Sensory Processing Subtypes in Autism: Association with Adaptive Behavior. Journal of Autism and Developmental Disorders, 40(1), 112–122. https://doi.org/10.1007/s10803-009-0840-2

‌Tomchek, S. D., & Dunn, W. (2007). Sensory Processing in Children With and Without Autism: A Comparative Study Using the Short Sensory Profile. American Journal of Occupational Therapy, 61(2), 190–200. https://doi.org/10.5014/ajot.61.2.190

‌‌Zingerevich, C., & Patricia D., L. (2009). The contribution of executive functions to participation in school activities of children with high functioning autism spectrum disorder. Research in Autism Spectrum Disorders, 3(2), 429–437. https://doi.org/10.1016/j.rasd.2008.09.002