Student Support File for Sensory Processing Disorder
Guide for Irish Teachers
Sensory Processing Disorder (SPD) affects how the brain processes sensory information from the environment. Students may be over-sensitive (hypersensitive) or under-sensitive (hyposensitive) to sounds, textures, lights, or movement. In Irish schools, this impacts attention, behaviour, and ability to access the curriculum, particularly in busy classroom settings.
About Sensory Processing Disorder in Irish Schools
Sensory Processing Disorder (SPD) affects how the brain processes sensory information from the environment. Students may be over-sensitive (hypersensitive) or under-sensitive (hyposensitive) to sounds, textures, lights, or movement. In Irish schools, this impacts attention, behaviour, and ability to access the curriculum, particularly in busy classroom settings.
Prevalence: Sensory processing difficulties affect an estimated 5-16% of school-age children. It frequently co-occurs with autism, ADHD, and anxiety, though it can also present independently.
Relevant NEPS Need Areas
When completing the Strengths, Interests & Needs section of the Student Support File, focus on these areas for students with Sensory Processing:
Common Strengths
- Heightened awareness of environmental details
- Strong memory for sensory experiences
- Creative and artistic expression
- Empathy and sensitivity to others' feelings
- Good performance in calm, predictable environments
- Ability to focus deeply when sensory needs are met
Common Needs
- A sensory-friendly classroom environment
- Access to sensory regulation tools (fidgets, headphones, weighted items)
- Scheduled sensory breaks throughout the day
- Predictable routines with advance warning of changes
- Reduced sensory input during demanding tasks
- Occupational therapy input for sensory diet planning
Support Strategies by Continuum Level
Record these strategies in the Student Support File under the appropriate Continuum level. Choose strategies based on the student's individual needs, not all strategies will apply.
Classroom Support
ALL - Class teacher-led interventions
- Provide a low-stimulation workspace option (reduced visual clutter, quiet area)
- Allow use of noise-cancelling headphones during independent work
- Offer fidget tools, wobble cushions, or resistance bands on chair legs
- Reduce fluorescent lighting if possible (natural light, lamps)
- Provide advance warning before loud events (fire drills, assemblies)
- Allow movement breaks between tasks
- Respect sensory preferences (e.g., don't force messy play or specific textures)
School Support
SOME - SET-led targeted teaching
- Sensory profile assessment with OT input if available
- Structured sensory diet built into the school day
- SET-led self-regulation programme (e.g., Zones of Regulation)
- Sensory break schedule documented and shared with all staff
- Social stories for predictable sensory-challenging events
- Home-school diary to track sensory responses across settings
School Support Plus
FEW - Multi-disciplinary team involvement
- OT assessment and individualised sensory programme
- Detailed sensory profile shared with all staff and substitutes
- SNA support during sensory-challenging activities if care needs exist
- Environmental modifications documented in care plan
- Regular MDT review (OT, NEPS, SET, parents) each term
- Graduated exposure plans for sensory-avoidant behaviours with OT guidance
Example SSF Phrasing
Copy-paste ready phrasing for the Strengths and Needs sections. Replace [Student] with the student's name.
Strengths Phrasing
- “[Student] performs well in calm, predictable environments with low sensory input.”
- “[Student] has a strong awareness of environmental details that others may miss.”
- “[Student] shows creative expression through art and music activities.”
- “[Student] is empathetic and sensitive to the feelings of classmates.”
Needs Phrasing
- “[Student] needs a sensory-friendly environment to sustain attention during learning tasks.”
- “[Student] requires access to sensory regulation tools (headphones, fidgets, weighted blanket).”
- “[Student] benefits from a structured sensory break schedule throughout the school day.”
- “[Student] needs advance warning and preparation for sensory-challenging events (assemblies, fire drills).”
Frequently Asked Questions
What are SMART targets for sensory processing difficulties in Irish schools?
Is sensory processing disorder the same as autism?
What is a sensory diet?
Official Irish References
Essential Guides
Related Conditions
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