Part of
Sensory Processing Handbook

The eight senses - guidance for practitioners in Somerset

Auditory processing and language skills develop with well organised vestibular, proprioception and tactile systems. Our auditory system processes sound, and language received via our auditory receptor, our ears.  The process involved:

  • Attending to sound
  • Receiving information
  • Perceiving and discriminating between sounds
  • Sound association and decoding
  • Remembering what is heard
  • Integration of what has been heard and expressing a response.

Children with auditory processing difficulties may experience difficulties with listening or making sense of the sounds they hear particularly in environments with a lot of background noise.

Hypersensitive

(over-sensitive)

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Potential signsPotential impactStrategies to assist with learning
Dislike of noisy environmentsUnable to concentratePlease make sure that the child’s hearing has been checked by a relevant medical professional
Complaining that noise is painfulImpacts upon engagement with activities that involve high levels of noiseEar plugs / ear defenders / headphones (should only be worn for 30-40 minutes at a time)
Difficulty filtering out general background noiseNegative responses to unpredicted noiseConsider positioning in class
Fear of certain environmentsGive warning of predicted noise if possible
Flight/fight type reactions seen in noisy environmentsReducing overall noise levels
Quiet areas for concentrated work
Proprioceptive input can be calming and can dampen some of these sensitivities

Hyposensitive

(less-reactive)

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Potential signsPotential impactStrategies to assist with learning
Difficulty listening to and following instructionsPoor concentrationUse the child’s name to engage them
Can be slow to respond to questions or their name being calledUnable to complete tasksAllow time for a response
Can often appear to not hear noise or be unresponsive to loud noiseStruggle to follow instructionsGive instructions in other forms of media
Difficulty pronouncing words, using prepositions and sequencing verbal instructionsConfusion as to what is happening and what is expected of themGain eye contact while giving instructions
Can struggled to focus on foreground noise or to block out background noisePoor memory recallREquest the child repeats instructions to make sure that they understand
Possible difficulties with social interactionsReduce the background sounds in the environment where possible

Last reviewed:January 13, 2023 byGemma

Next review due:July 13, 2023

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Part of
Sensory Processing Handbook

The eight senses - guidance for practitioners in Somerset

1

Introduction

information on the nature of sensory processing differences and the impact they can have on children and young people's lives

Somerset SEND CharterIntroduction to the guidanceWhat is sensory processing?Sensory processing differences or difficultiesInteroception – the eighth senseChecklists and assessments
2

The sensory system

safe interventions for both children and young people, and groups

TactileProprioceptiveInteroceptiveVestibularVisualAuditoryOlfactoryTaste
3

School approaches

recommendations for creating appropriate learning environments for pupils with sensory processing differences

Whole school approachClassroom strategiesWhat to do if you are concerned a pupil is experiencing sensory processing difficultiesReferring to occupational therapy