The School Age Sensory Occupational Therapy team supports parents and school teams to work together to help school age children with sensory processing differences to participate in everyday activities at home and school.
Sensory strategies, used within the framework of Occupational Therapy models of practice, aim to manage (not change) the sensory needs of the person by:
Adapting the environment
Modifying the task
Developing strategies to self-manage their sensory needs
The School Age Sensory Occupational Therapy team is a small team of Occupational Therapists and Occupational Therapy Technicians.
What are sensory processing differences?
Sensory processing is the term used to describe how the information we receive from each of our senses is taken in, sorted, and interpreted by our brain and body. We have 8 senses which are: visual (sight), auditory (hearing), tactile (touch), gustatory (taste), olfactory (smell), vestibular (movement & balance), proprioception (body awareness), interoception (awareness of our internal state).
Sensory processing is something everybody does. We all have preferences about sensory experiences; some we enjoy, or some cause us discomfort. Identifying and using our sensory preferences can help us to manage everyday experiences. For example, if you do not like spicy foods you may choose to eat mild flavours or avoid eating at certain restaurants. Our sensory preferences can also be used to support us to focus and to feel calm.
Who do we support
For some people there may be more significant differences in how their body process sensory information which may affect:
Their ability to plan and organise themselves and their movements
How they respond to the sensations in their environment
Learning
Managing their emotions
Their ability to engage in everyday activities.
Those with differences in how they process sensory experiences may benefit from adaptations to their environment, changes to the tasks they are doing or having access to sensory activities throughout their day to help them manage and organise their responses to sensory experiences.
We are an NHS Service hosted by West Suffolk Foundation Trust. We are open to school age children who are registered with a Suffolk GP.
Our offer
The occupational therapy offer is divided into stages:
Stage 1: Virtual Offer
This is to be completed by parents and school teams over a 12-week period. It includes:
Self-led online learning for parents
Self-led online learning for school teams
Completion of a Sensory Passport
Use of strategies from the task specific worksheets
Referrals should outline how sensory processing differences are suspected to impact the young person’s daily functioning.
Referrals can be made by:
ICPS clinicians
SENDCo
GP’s
Special Education Services
NDD pathway
Frequently asked questions (FAQs)
Sensory Processing Disorder (SPD) is not included in the Diagnostic and Statistical Manual (Fifth Edition); sensory differences are considered a symptom rather than a diagnosis. The Royal College of Occupational Therapy (RCOT) do not therefore support the use of SPD as a diagnostic label. Occupational therapists within in our team may refer to an individual as "a person with sensory processing differences."
This service does not offer Ayres Sensory Integration Therapy (SIT) or long-term intervention.
The School Age Sensory Occupational Therapy team assess for and recommend appropriate strategies to support sensory processing differences. The Royal College of Occupational Therapy states that a person’s sensory issues must be considered in the context of their occupational engagement and performance in the relevant environment. Goals/outcomes must be clearly related to the occupational engagement, performance and participation of a person and intervention must be regularly reviewed for effectiveness. There is no specified level of qualification in sensory processing/integration specified or expected of occupational therapists by the Health and Care Professions Council, the regulator of occupational therapists in the UK.
Ayres Sensory Integration Therapy (SIT) is a tool used by some Occupational Therapists to address a person’s sensory needs. SIT aims to change a person’s sensory processing through direct, intensive therapeutic input and is delivered by Occupational Therapists who have undertaken certified postgraduate training. In line with guidance from the Royal College of Occupational Therapists, we do not provide Ayres sensory integration.
An EHCP is based on a young person’s needs, rather than their diagnosis. An EHCP is not the first step in supporting a child or young person with sensory differences, the initial approach a setting should follow is SEN support. This follows the graduated response of four stages: assess, plan, do, review. After completing and documenting this cycle, if a child or young person does not make the expected progress, then the request for a formal EHCP may be considered.
It should be noted that there is no formally recognised diagnosis of sensory processing needs. Needs identified should acknowledge any challenges the young person faces in accessing the education environment and the impact these have on activity and participation. The information from within the online resources, combined with parent/carer and education team observations, can help identify any sensory needs a child or young person may have. The online resources, self-led online workshops and whole school support through Special Education Services or the OT Specialist Units and School consultations, help guide adults working with the CYP to follow strategies to support these sensory needs across the school day.
For example, if the need identified was distress at certain noises seen as covering ears or escaping the immediate area, the strategy adults may try with the child or young person could be the trial of ear defenders or pods or ensuring there is a quiet space which could be accessed. These strategies can be made and implemented without the need for a specialist assessment and included within the SEN support plan, or if it was felt an EHCP assessment was needed, within the provision of this.
The evidence base shows mixed results for the effectiveness of weighted blankets and highlights a number of risks if issued/used inappropriately. Royal Collage of Occupational Therapy guidance identifies the need for assessment, risk assessment and on-going review of the use of the weighted blanket. The School Age Sensory pathway is a short-term intervention service and cannot ensure on-going reviews of risks therefore we do not provide an assessment for weighted blankets as part of our service offer. Further details can be found in our weighted blanked guidance.
The School Age Sensory Occupational Therapy Team cover the geographical area of the West Suffolk NHS Foundation Trust. Our service is therefore only available to schools within South and West Suffolk.
For schools in North Suffolk advice and guidance is available through the Occupational Therapy Digital Library on the Just One Norfolk website. Occupational Therapy For Parents & Carers (justonenorfolk.nhs.uk) There are 3 pre-recorded videos about sensory processing under the ‘Sensory Regulation’ tab.
