What is Sensory Processing?

SENSORY PROCESSING is the capacity to organise and evaluate the sensory data we receive. The central nervous system (CNS) is responsible for processing sensory information. Our central nervous system consists of the brain and spinal cord. Sensory processing problems can develop when the CNS fails to process sensory information normally.

There are seven systems that contribute to the creation of our sensory experiences.

Tactile Proprioception

Olfactory

Auditory gustation

Sensory Approaches

Sensory Visual Vestibular Processing

Auditory - hearing sense Vision - perception of sight

Vestibular – balancing sense

 Tactile - pertaining to the sense of touch

Gustatory - pertaining to the sense of taste

Olfactory - perception of odour

Proprioception - body position perception

Sensory Processing Difficulties

Typically, children with sensory processing issues are:

• over-sensitive / over-responsive or

• under-sensitive / under-responsive.

These sections are grouped into four groups that describe how children cope with a variety of situations.

either excessive or insufficient sensory information.

Children with low sensitivity (Low Registration and Sensory Seeking)

Children with excessive sensitivity (Sensory Avoidance and Sensory Sensitivity)

As you instruct more children with challenges in sensory processing, you will discover certain students are easily categorizable, whereas others are not. For instance, Jack may exhibit every evident sign. Jill may have a combination of sensory sensitivity and low sensory seeking

registration practises. This is commonplace. Children might overlap over various

categories. Additionally, a child's disposition, the time of day, and recent experiences might influence behaviour. The way a child interprets the day.

Do not fret if you are unable to determine which category a youngster falls into. Utilize these classes to guide which research tactics you employ. Keep in mind that each pupil is hardwired

differently and has unique requirements. An approach may work very well for one youngster but not for another. ineffective for someone else. Determine which method works best for each learner by utilising your judgement and trial and error.