2.2.3. Sensory Issues in Autism

2.2.3. Sensory Issues in Autism

Autistic children tend to harbour sensitivities to sight, sound, touch, smell and taste, amongst other sensitives to the following; ● Vestibular Balance, which is responsible for providing a sense of balance & spatial orientation ● Proprioception, responsible for awareness of body position and movement ● Interoceptions; awareness of internal body cues and sensations Autistic individuals are prone to both hypersensitivity (over-responsiveness) and hyposensitivity (under responsiveness) to a vast multitude of sensory stimuli. Most people often experience a combination of both from time to time. Examples of hypersensitivities include those towards bright lights or lights of certain frequencies. These can lead to what is known as sensory avoidance; which refers to the act of withdrawal from a situation due to the inability of ignoring certain stimuli that most people can easily tune out. For example autistic children may sometimes pull away from physical touch, react to loud unexpected noises or have reactions to certain kinds of clothing materials. Hyposensitivity can manifest in other ways; for example children might have a constant need for movement, they might have difficulty in realising sensations such as those of hunger, pain or sickness, or may be attracted to bright lights and colours. They engage in what can be known as sensory seeking in an attempt to get more sensory intake from the environment. Repetitive movements or making loud noises are examples of common reactions to hyposensitivity. Since each child has unique sensitivities to a wide range of stimuli, it becomes challenging to conduct themselves in daily situations at places such as schools or other community spaces. Trying to keep hypersensitivities/hyposensitivities under control can take a toll on the child, and leave them physically and emotionally exhausted and unable to perform regular functions such as being able to concentrate and learn at school.

Stimming is a very common form of self-regulation that can be used to keep the sensory systems in balance. Repetitive movements, making noises or fidgeting are forms of stimming that help individuals keep calm, alleviate stress, and can also in some cases help block out disturbing sensory stimuli. However, most children try to avoid stimming in public as they fear it may be seen as inappropriate or disruptive in public settings such as at school. This is not good for the child, as not dealing with these sensory imbalances can with time lead to sensory overload. Sensory overload refers to the exhaustion and burnout experienced when disruptive sensory stimuli becomes too much to bear/block out. It builds up over time, reaching a peak, which is often triggered by a singular event such as a sudden loud noise or bright light. Children get overwhelmed and experience intense bouts of anxiety, which might at that particular moment impede their abilities to speak, communicate or make sound decisions.

It becomes important to make accommodations for and erase the stigma related to these sensory issues, so as to not restrict the child from participating in everyday life and being part of the community. This can be done by modifying the environment, or by equipping the child with certain skills/tools that will help him/her deal with these issues better and take appropriate action whenever required. This is where the need for properly designed learning facilities for autistic students comes in; it accomplishes the dual objectives of providing a conducive learning environment while also exposing the child to teachers/therapists who will help them learn/deal with these issues better. Some common examples of accommodations for hypersensitivity include using ear muffs/plugs in noisy areas, following certain schedules to avoid crowds, wearing soft/comfortable clothing and so on. Examples of the same for hyposensitivity include using fidget toys and other sensory tools, providing visual aid which can be referred to in addition to spoken information, using weighted blankets, taking movement breaks and so on. These are interventions at the level of the individual. When it comes to the design of learning centres for autistic children, many of these features/considerations can be incorporated into the environment itself, leading to responsive design. (Autism Speaks, n.d.)