Autism and Sensory Processing

Autism and Sensory Processing This session centres sensory processing as a core aspect of autistic experience and identity, rather than a difficulty to be fixed or managed. Sensory differences are explored as access needs that significantly shape autistic children’s participation in learning, relationships, and daily school life. The session supports educators to critically examine how typical primary school environments, noise, movement, visual clutter, transitions, and pace, can either support presence or act as barriers that overwhelm or exclude. Primary School Professionals will be supported to: Understand sensory processing differences across all sensory systems, including interoception, with clear links to classroom learning and behaviour. Recognise how mainstream classroom environments often privilege certain nervous systems while marginalising others. Reframe withdrawal, shutdown,, distress, or reduced engagement as sensory communication, not misbehaviour. Identify and implement practical, respectful environmental and routine based adjustments that support regulation, dignity, and sustained participation across the school day.