Understanding Sensory Differences (Part II)

Introduction

In Part I of this blog series, the eight senses that shape how we perceive and interact with the world were discussed. The five most commonly recognized senses—sight, sound, touch, taste, and smell—are familiar to most people. In addition to these, there are three less obvious senses that play a critical role in our everyday functioning: the vestibular sense, which helps us understand movement and balance in our bodies; the proprioceptive sense, which enables us to know where our limbs are in space, how much force to use, and how our bodies are moving; and the interoception sense, which provides internal body signals such as hunger, thirst, and the need to use the bathroom.

Each person experiences and processes sensory information differently. Some children (and adults) have heightened or reduced sensitivity in one or more senses, which can lead them to become sensory seekers or sensory avoiders. It is also possible for someone to be sensitive in one sense and underresponsive in another (STAR Institute for Sensory Processing, n.d.). The better parents and caretakers understand sensory needs, the more effectively they can help their children before they become dysregulated, setting the standard stage for greater learning and well-being.

Signs of Sensory Needs

Sensory seekers are often observed jumping, spinning, or bumping into things as they attempt to satisfy a need for more input—particularly from their vestibular and proprioceptive senses. Sensory avoiders, on the other hand, may react strongly to loud noises, bright lights, certain textures, or even unexpected touch. These children might withdraw, cover their ears, or become visibly upset when overwhelmed by sensory input. Importantly, neither sensory seeking nor avoiding is “wrong”; everyone’s sensory profile is unique. However, when sensory needs aren’t met, challenges can arise, potentially leading to dysregulation in the form of meltdowns, anxiety, or withdrawal (Dunn, 2007).

Supporting Children Before Dysregulation Occurs

Adults can play a vital role in helping children with sensory differences manage their needs before they become overwhelmed. By observing children closely, adults can identify patterns of sensory-seeking or sensory-avoiding behaviors. With this awareness, it’s possible to provide appropriate sensory input and make environmental adjustments, such as creating quiet spaces or offering calming activities.

Here are some proactive strategies to support children with sensory differences:

• Prepare the Environment: Minimize loud noises and bright lights whenever possible. Offer sensory-friendly spaces with calming colors, soft lighting, or quieter areas for children who are easily overstimulated.
• Sensory Breaks: Build regular movement breaks into the day, such as jumping, stretching, or swinging, to help regulate vestibular and proprioceptive input. These breaks can prevent overload and promote focus.
• Use Sensory Tools: Provide access to tools such as fidget toys, weighted blankets, headphones, chewable jewelry, or textured objects. These items offer comfort and a way for children to self-regulate.
• Offer Heavy Work Activities: Encourage activities such as pushing, pulling, carrying heavy items, or using resistance bands. This can provide proprioceptive input and help children feel grounded.
• Teach and Model Coping Strategies: Practice deep breathing, pressure hugs, or guided relaxation together. Model these coping methods so children feel confident using them.
• Empathize and Validate: Acknowledge children’s sensory experiences and feelings (e.g., “I see that noise hurts your ears. Let’s find a quiet spot.”) to build trust and security.
• Collaborate With Experts: Work with occupational therapists (OTs), teachers, or healthcare professionals to create individualized support plans.

These strategies—when used proactively—can help children find comfort and regulation before signs of sensory overload occur (Schaaf & Mailloux, 2015).

Conclusion

Understanding the full range of our senses—and the unique ways they manifest—empowers adults to support children with sensory processing differences. By being proactive, observant, and responsive to individual needs, we can help children navigate their environments with confidence and minimize distress before it escalates. Every child deserves to feel safe and regulated, and with the right support, their sensory experiences can become strengths rather than obstacles.

For a formal sensory evaluation, consult with an occupational therapist.

References

Dunn, W. (2007). Supporting children to participate successfully in everyday life by using sensory processing knowledge. Infants & Young Children, 20(2), 84–101. https://journals.lww.com/iycjournal/fulltext/2007/04000/supporting_children_to_participate_successfully_in.2.aspx

Schaaf, R. C., & Mailloux, Z. (2015). Clinician’s guide for implementing Ayres Sensory Integration: Promoting participation for children with autism. Autism Research and Treatment, 2015, 1–10. https://library.aota.org/Clinicians_Guide_for_Implementing_Ayres_SI/

STAR Institute for Sensory Processing. (n.d.). Sensory processing differences. https://www.spdstar.org/basic/understanding-sensory-processing-disorder