Sensory Activity Schedules

Sensory Activity Schedules Supporting Regulation as a Foundation for Learning Autistic children and young people often process sensory input differently. These differences are a core and valid part of autistic neurology. When sensory demands exceed a child’s capacity, dysregulation may occur, affecting attention, engagement, emotional wellbeing, and participation. Sensory activity schedules are not behavioural tools; they are access tools. They support regulation by intentionally incorporating sensory experiences that help a child maintain or return to a state in which learning, interaction, and everyday participation are possible. This training explores: What sensory activity schedules are and why they support autistic regulation. When sensory breaks are most helpful across the day. Where sensory activities can take place across home and school environments. Participants will consider: Types of sensory activities that may calm or alert, depending on an individual child's sensory profile. Frequency and duration of sensory breaks as flexible guides, not rigid rules. Resources that are accessible, respectful, and responsive to individual needs. Sensory regulation needs are anticipated and planned for, not reacted to once distress occurs.