Sensory integration or “sensory difficulties” are beginning to be spoken about a lot more commonly in reference to behavioural and motor difficulties in the school environment. Sensory Integration is the neurological process where the brain allows us to take information in from our senses, organizes this information and interprets the sensory input from one’s own body and from the environment so that we can use the information effectively to move and interact within the environment. When difficulties are found with regards to this ability to take in, organise and interpret this sensory information a child is then reported to have sensory integration difficulties. These difficulties may present in terms of behaviours (such as sensitivity to clothing, fear of movement, highly active, potty training difficulties or poor sleep etc.) or motor difficulties (such as clumsy, poor coordination, difficulty writing etc.).

 

In occupational therapy, sensory integration is about understanding each child’s unique sensory profile, in terms of how they process each sensory input. It is important to understand that each person’s response to sound, vision, touch, taste, smell and processing of movement is unique and therefore getting a thorough understanding of this is essential. Should the child’s ability to process these sensory inputs result in functional difficulties occupational therapy is then recommended. These functional difficulties are not isolated to but could include: difficulty focusing and sitting still; aggressive behaviours; sensitivities to food; difficulties with self-care (hair brushing, teeth brushing, dressing) or sleeping; struggling with a change in routine or moving constantly. It can also result in difficulty completing tasks, following instructions or engaging with others. Every child’s sensory system is different and needs to be understood within their specific context.