Sensory 101 – Understanding Your Students' Sensory Systems

👋 Episode Summary

Hey friends! In this episode of Teaching Autism and Special Education, we’re diving into one of the most misunderstood (but hugely important) parts of student behavior: sensory processing.

From toe-walking to meltdowns to zoning out, so many behaviors in our classrooms are not “bad behavior.” They’re sensory systems saying, “I’m overwhelmed and I need support.”

Together, we’re unpacking:

• What sensory processing actually is

• The 8 sensory systems (yes, there are 8!)

• What happens when those systems are out of sync

• Easy, realistic ways to support sensory needs in your classroom

💡 What You’ll Learn:

• Why sensory differences are not about behavior, they’re about survival

• The role of the lesser-known sensory systems (vestibular, proprioception, and interoception)

• Common signs of over- and under-responsiveness across all systems

• Why sensory input should be proactive, not just reactive

• How to normalize and support sensory needs for every student

🧠 Quick Breakdown: The 8 Sensory Systems

1. Visual (Sight) – Lights, movement, visual clutter

2. Auditory (Sound) – Background noise, voices, sudden sounds

3. Tactile (Touch) – Textures, clothing, materials

4. Olfactory (Smell) – Scents, perfumes, food smells

5. Gustatory (Taste) – Oral input, picky eating, chewing

6. Vestibular (Balance & Movement) – Motion, head position, spinning

7. Proprioception (Body Awareness) – Pressure, body position, movement

8. Interoception (Internal Signals) – Hunger, thirst, emotions, toilet needs

📚 Backed by Research:

• Tomchek & Dunn (2007): 95% of autistic students experience sensory processing differences

• Schaaf et al. (2014): Understanding sensory patterns improves support, learning, and regulation

🧰 Practical Strategies You’ll Hear:

1. Observe and Track Patterns
    ➡️ Notice when students become dysregulated and what’s happening around them.

2. Stock Your Room with Tools
    ➡️ Fidgets, noise-canceling headphones, sensory bins, calm lighting, chewies, wiggle seats, let them choose what works.

3. Build Sensory Input Into the Day
    ➡️ Movement breaks, sensory stations, deep pressure, calm-down time—it’s not “extra,” it’s essential.

4. Talk About Sensory Needs Openly
    ➡️ Use visuals and stories to teach students how to understand and express their needs.

5. Include Sensory Supports in IEPs
    ➡️ These are not “rewards” or “nice-to-haves.” They’re vital learning supports. Put them in writing.

💬 Let’s Connect:

Was this episode a sensory “aha” moment for you?
Come say hi over on Instagram and tag me in your favorite takeaway.
Or explore my sensory visuals, blog posts and freebies.

🧡 Final Thoughts:

Supporting sensory needs isn’t about “giving in.”
It’s about removing barriers to learning, regulation, and connection.
When we meet sensory needs, we don’t just see fewer meltdowns, we build more trust.

And that? That changes everything.

🎧 Hit play now and start seeing your students’ behaviors through a sensory lens.
And don’t forget to share this one with your SPED team, it’s a must-listen.