Children on the autism spectrum are as diverse and unique as any child.

While all autistic children will exhibit differences in four key areas of cognition (social understanding; sensory processing; interests and information processing and communication and interaction), the way in which these differences present in each child can vary enormously.

This is particularly evident with sensory processing differences.  

Sensory processing describes the way in which sensory information is transferred and interpreted by the brain. We all acquire information about the world around us through our senses. However, children with autism tend to process the sensory world around them differently.  

So what do teachers need to know?

Sensory interpretation

When we are babies, our understanding of the world is entirely sensory and very vivid. Children who are not autistic will gradually begin to “order” the world around them by categorising what they see or touch according to function: a cup is a cup because you drink from it.

This model of interpretation soon overtakes a sensory interpretation of the world.

An autistic child may retain that vivid response to the sensory world, so a red cup will be differentiated from a blue cup. 

This way of processing visual information according to individual details can be very useful for tasks that involve categorising of information or error detection and is a highly valued trait in certain industries. These differences also vary between autistic children.  

Some autistic people process the “whole” of what they see in intense and vivid detail. This is called Gestalt Perception. The famous artist Stephen Wiltshire is able to see a famous landmark and draw it in minute and exact detail from memory.  

However, while a vivid and intense response to the sensory world can lead to super abilities such as incredible visual recall it can also leave the child prone to sensory overload, leading to distress and feelings of anxiety.

These feelings can be more intense for younger children, as they have not yet developed the ability to understand what triggers those responses.

‘Hyper’ and ‘hypo’ sensitive 

While some autistic people may be hyper-sensitive to one or more sensory inputs, for example, glaring lights may hurt their eyes or they react strongly to even light touch. Other autistic children may be hypo-sensitive, which means their sensory perception is low. In order to stimulate their sensory perception, the child may need to make a noise, move a part of their body or hold and manipulate a tactile object. 

Within a classroom setting, it’s important for teachers to study the child in order to understand how this affects them. This is a vital initial step any teacher can take to differentiate well for an autistic student in their class.

Read all diagnostic reports, EHC plans, and other information. Speak to parents, the child and/or the Sendco and observe the child closely in the first few weeks of teaching to form an understanding of how their sensory processing differences affect them.  

Five tips

To that end, there are five key strategies that can help students with sensory processing differences feel calm in the classroom.

1. Provide the child with any sensory equipment they need. This could range from ear defenders for a child who is sensitive to sound, or a tactile “concentrator” for a child who is hypo-sensitive. 

2. Have a visual timetable of the day displayed. Keep to routine where possible and prepare children in advance for changes to routine by showing them images of the new place and people they may see, so they can prepare for it.

3. Help the child to identify the physical feelings they experience before sensory overload occurs and how to deal with it. For example: “When my chest feels tight and my head hurts, I can show you my time-out pass and sit in the calm room with my TA.”

4. Give students access to their own “work station” or area, where they can find familiar objects and tools that help them concentrate and feel calm.  

5. Allow students to leave a few minutes early to break and lunch or lesson changeover to avoid busy corridors.

Sonia Ali is a SEND, specific learning difficulty/dyslexia specialist advisory teacher, supporting mainstream schools in the borough of Waltham Forest, London