Introduction
The effort to establish inclusive environments in education whether in mainstream or in special schools can be enhanced by applying evidence-informed approaches leading to effective pedagogies for all.
Research problem
Sensory processing needs can often be overlooked or mistaken for difficulties with motivation. In addition, applying sensory activities and resources without, understanding of sensory processing and/or individualisation based on sensory assessment can be ineffective or even harmful.
Methodology
The paper discusses commonly sensory strategies commonly used in inclusive classrooms in light of current evidence from published research and explains the underlying sensory processes contributing to their effectiveness. It highlights potential limitations of the strategies if used without a justified rationale.
Results
Addressing sensory needs of neurodiverse learners contributes to lowered anxiety of learners, promotes positive behaviour and facilitates learning and development of skills.
Conclusion
The aim of this paper was to provide a basis for an evidence-informed understanding of sensory processing needs. This knowledge will support practitioners in designing and implementing individually tailored sensory strategies.