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  • 16 Aug 2020 21:51 | SIE Support (Administrator)


    Sensory Integration Education have been asked by Samantha Armitage, Occupational Therapist, to publicise this Children's Therapy Research Trials Questionnaire  for parents and therapists: 


    "We are interested in parents’ and therapists’ views about taking part in a trial of therapy treatments for children. A trial is a research project that compares two or more treatments and evaluates how effective the treatments are.

    Trials give us information about effective treatments for improving children’s health. We want to find out what parents and therapists think about the different ways they can take part in a trial and, considering the different ways, willingness to take part. 

    You are invited to complete a questionnaire about willingness to take part in a trial. The information you give will inform a future trial of self-care treatments for children with disabilities.  Participation is completely voluntary. You can find out more and complete the questionnaire here:

    https://newcastlehealth.eu.qualtrics.com/jfe/form/SV_diIlnAoqYAViCQB

    Please feel free to forward the link to anyone who might be interested. If you have any questions, please contact samarmitage@nhs.net

    This study has received ethical approval from the North West - Greater Manchester West Research Ethics Committee and the Health Research Authority (Ref: 19/NW/0521)"



  • 30 Jul 2020 19:57 | SIE News (Administrator)

    UK University of the Year for Teaching Quality 2020* Sheffield Hallam University is Sensory Integration Education’s new higher education validating partner

    Sensory Integration Education is delighted to announce that its world-first MSc pathway in Sensory Integration is now validated by Sheffield Hallam University, one of the largest allied health professions education providers in the UK.

    Following a rigorous assessment of Sensory Integration Education’s (SIE) courses, teaching, resources, student experience, quality assurance procedures, staff expertise and student support provision, the online PGCert, PGDIp and MSc in Sensory Integration training pathway will be accredited by Sheffield Hallam University (Hallam) from September 2020 onwards.

    SIE has a proven twenty-year track record of providing UK university-accredited postgraduate education in sensory integration. The entire MSc pathway is now available via online learning, supplemented by clinical hours experience and supported by an individual eMentor.

    Dr Sylvia Taylor-Goh, Director of Education Strategy and Innovation, SIE said:

    “This new partnership with Sheffield Hallam University assures the continuous innovation of our postgraduate education programmes for the global community of therapists wishing to qualify as SI Practitioners and Advanced Practitioners and for the myriad of professionals who desire to learn about SI for their continuing professional development. We’re thrilled that our students will have access to the impressive online learning and student support facilities at Hallam, as well as excited ourselves to begin working with their College of Health, Wellbeing and Life Sciences to further develop educational programmes and research in sensory integration.”

    Sheffield Hallam University is UK University of the Year for Teaching Quality 2020*; in the top 5 modern universities for research that is rated internationally excellent or world leading**; and is ranked fifth in the country for satisfaction with learning resources***.

    Dr Toni Schwarz, Dean of College of Health Wellbeing and Life Sciences at Sheffield Hallam University said:

    “We are delighted to be partnering with Sensory Integration Education to develop research, post graduate programmes and to explore other opportunities. The College of Health Wellbeing and Life Sciences as one of the largest providers of Health and Social Care education in the UK has a proven track record in providing high quality online and distance learning provision to both pre-registration students and experienced practitioners . Sensory Integration Education also has an established track record in providing world class training and developing advanced practitioners. We look forward to working with like-minded professionals to further develop educational programmes and research in sensory integration.”

    Enquiries can be directed to support@sensoryintegration.org.uk


    * The Times and Sunday Times Good University Guide 2020

    ** REF 2014

    *** National Student Survey 2018

  • 27 Jul 2020 13:23 | SIE News (Administrator)

    What is Sensory Integration?

    Sensory integration (or sensory processing) is the theory of how the brain interprets the sensory information it receives, compares it to other information coming in, as well as to information stored in the memory, and then uses all of this information to help an individual respond to their environment. Sensory integration is vital in everything that we do.

    Sensory Integration Difficulties

    Difficulties with receiving and processing sensory information from one’s body and environment could relate to difficulties at school or using one’s body to engage in everyday life. Sensory integration difficulties (sometimes referred to as sensory processing difficulties or sensory processing disorder) can occur in combination with other diagnoses including: Autistic Spectrum Disorders (ASD), Attention Deficit, Learning Disabilities, Developmental Coordination Disorder and Regulatory Disorder.

    Our understanding of sensory integration was initially developed in the late 60s and 70s by Dr Jean Ayres, an occupational therapist and psychologist with an understanding of neuroscience, who developed the theory and practice of Ayres’ Sensory Integration.

    Ayres’ Sensory Integration Therapy®

    Ayres’ Sensory Integration Therapy® is a specialised treatment approach which meets the criteria for an evidence-based practice for children with ASD (1). Atypical sensory reactivity can significantly affect adaptive behaviours and everyday functioning such as sleep (2), play (3) and family life (4). When used in suitably equipped settings (5) by therapists with a postgraduate qualification in sensory integration, it can improve and increase:

    functional skills, independence, social participation and educational attainment of children with ASD

    adaptive responses to environmental challenges where there are atypical sensory responses (6) (7) (8) (9). This can mean a reduction in challenging behaviours for some children.

    Sensory integration therapy should only be carried out by a qualified SI Practitioner: this is a qualified occupational therapist, speech and language therapist or physiotherapist who has undertaken additional, rigorous postgraduate training in SI. This training involves developing a detailed understanding of the neuroscience and evidence base underpinning sensory integration as well as developing expertise in assessing and providing intervention for people with sensory integration problems.

    Using Sensory Integration Therapy with ASD: A Case Study: Leo

    Background

    Stock image: not actual case subject.

    By the age of 11, Leo lived in his own little world. A once caring child, Leo had become aggressive and sensitive to noise, and he demanded a very rigid routine. He was diagnosed with an intellectual disability and autism. As a teenager, Leo displayed extremely challenging behaviour, and:

    Couldn’t cope with the journey to school

    Had frequent and uncontrollable meltdowns

    Threw furniture around the classroom and at other pupils and staff

    Made little progress in learning

    Could not be managed at home.

    His mother described every day as ‘a bad day’.

    A long-term out of area residential placement (circa £180k pa) was being considered for Leo’s and others safety.

    Introducing Ayres’ Sensory Integration Therapy®

    Before the placement, Leo was identified as having significant sensory integration challenges. He received a comprehensive assessment and weekly term-time Ayres’ Sensory Integration Therapy® from an Occupational Therapist (51 x 1-hour sessions over 15 months).

    Outcome

    Stock image: not actual case subject.

    Leo has made demonstrable and significant functional gains. He:

    Can walk, run and climb stairs

    Is still at home where he now helps with chores

    Is engaged with learning and attending a local further education college

    Is enjoying learning how to manage money

    Attends karate classes with his older brother

    Mum now describes Leo as having ‘nothing but good days’.


    Find out about training as a Sensory Integration Practitioner here.

    Find a qualified Sensory Integration Practitioner here.

    References

    (1) According to The National Professional Development Centre on ASD; The Council for Exceptional Children Guidelines for Identifying Evidence Based Practices in Special Education; and the US Preventive Services Task Force Guidelines for Evidence Reviews.

    (2) Reynolds S, Lane S & Thacker L, (2011), Sensory Processing, Physiological Stress, And Sleep Behaviours In Children With And Without Autism Spectrum Disorders, Occupational Therapy Journal of Research: Occupation, Participation and Health, vol 32, 1 p246-257.

    (3) Bodison S, (2015), Developmental Dyspraxia And The Play Skills Of Children With Autism, American Journal of Occupational Therapy, vol 69, 5 p6.

    (4) Bagby M S, Dickie V A & Baranek G T, (2009), How Sensory Experiences Of Children With And Without Autism Affect Family Occupations, American Journal of Occupational Therapy, vol 66, 1 p78-86.

    (5)Parham ID, Roley, SS, May-Benson TA, et al, (2011), Development Of A Fidelity Measure For Research On The Effectiveness Of The Ayres Sensory Integration Intervention, American Journal of Occupational Therapy, vol 65, 2 p133-42.

    (6) Pfeiffer B A, (2011), Effectiveness Of Sensory Integration Interventions In Children With Autistic Spectrum Disorders; A Pilot Study, American Journal of Occupational Therapy, vol 65, 1 p76-85.

    (7) Schaaf R C, Benevides T, Mailoux Z, et al, (2013), An Intervention For Sensory Difficulties In Children With Autism: A Randomized Trial, Journal of Autism and Developmental Disorders, vol 44, 7 p1493-1506.

    (8) Case-Smith J, Weaver L L & Fristad M A, (2014), A Systematic Review Of Sensory Processing Interventions For Children With Autism Spectrum Disorders, University of York, Centre for Research and Dissemination (Pubmed).

    (9) Koenig K P & Rudney S G, (2010), Performance Challenges For Children And Adolescents With Difficulty Processing And Integration Sensory Information: A Systematic Review, American Journal of Occupational Therapy, vol 64, p430-442.

  • 17 Jul 2020 11:07 | SIE News (Administrator)


    Dr Jean Ayres, the Pioneer of Sensory Integration Theory and Therapy Would Have Been 100 Today!

    18 July 2020: Today marks the centenary of sensory integration founder Dr Jean Ayres’ birth. To celebrate, Sensory Integration Education is giving away 100 courses to the first people to sign up to the following entry-level courses.

    Wow! All the free course codes in honour of Jean Ayres' centenary have now been used but we are still running our special offer prices on these two courses..

    Introduction to Sensory Integration Difficulties Online Course £10

    OR

    Understanding Sensory Processing and Integration for Parents and Carers £5


    Jean Ayres, a US occupational therapist and psychologist with a strong understanding of neuroscience, initially developed the theory of sensory integration in the late 60s and 70s. Jean Ayres was interested in explaining how difficulties with receiving and processing sensory information from one’s body and environment could relate to difficulties at school or using one’s body to engage in everyday life. A prolific and published researcher, Jean received many awards during her lifetime and since her death in 1988. Throughout her career, she continued to practice sensory integration therapy in her clinic benefiting hundreds of children and their families, as well as the many therapists whom she mentored. 


    We have chosen to give away 100 courses in honour of Jean Ayre’s 100th birthday as a fitting tribute to this inspirational scientist and therapist. This giveaway forms part of our wider Legacy Project: a written, oral and photographic record of our organisation’s rich history to inspire and inform current and future SI practitioners, researchers and educators.  


    In the run up to Jean Ayres’ 100th birthday we have been publishing quotes by and about Jean and her life’s work on our social media channels: you can see the full suite of artwork here. https://www.sensoryintegration.org.uk/News/9107852

  • 17 Jul 2020 10:33 | SIE News (Administrator)

    In the run up to Jean Ayres’ 100th birthday, we have been publishing quotes by and about Jean and her life’s work on our social media channels: you can see the full suite of artwork below...



















  • 15 Jul 2020 17:01 | SIE News (Administrator)

    Over 25 years, Sensory Integration Education has grown a thriving community of support for all interested in learning more about sensory integration (SI) and sensory processing. As well as providing world-class training in SI, we award research grants to support the development of evidence and best practice relating to sensory integration across the lifespan.

    Our support compromises financial awards as well as support in recruiting research participants and in disseminating your finished research. We aim to build the skills of early career researchers who are working to contribute to the national and international evidence base for SI.

    Research Themes

    Sensory Integration Education research grants are designed to support the development of evidence relating to Sensory Integration across the Lifespan: The Art and Science. All grant applications must demonstrate contribution to one or more of the following key research themes:

    • Evidence From Within the Field of Neuroscience
    • Assessment and Measures of SI and Sensory Processing Difficulties
    • Evidence For the Treatment of Sensory Processing Difficulties:
      • Ayres' Sensory Integration Therapy
      • Sensory Strategies

    We will support quality research projects that will provide robust evidence with clear relevance to service users, carers, and/or the organisation and delivery of effective services.

    Where appropriate, practitioners and service users should be involved. Close collaborative working between academic and service provider organisations is also encouraged.

    Grant Awards

    We have the following five grant awards available at the start of each calendar year:

    MSc Research Projects Grant (£5,000)

    These grants will support research activity undertaken as part of a Master’s programme where the focus of the research project is on advancing sensory integration knowledge and/or aligned with the key research themes.

    PhD Research Projects Grant (£5,000)

    These grants are to support the research activity undertaken as part of a PhD or Doctorate programme where the focus of the research project relates to one or more of the key research themes. Alternatively, experienced researchers who may be experts in other fields and are not eligible for SI practitioner status, such as Psychology and/or Neuroscience, may apply for funding to develop their knowledge of Ayres’ SI theory and practice in order to complete a proposed research project as part of their PhD.

    Small Projects/Studies Grant (£7,000)

    These grants support small pilot studies and/or single case study experimental design or qualitative studies reflecting the key research themes (above) with a clinical focus. Grants may be awarded to clinicians and health practitioners as well as new researchers.

    Dissemination of Research Grant (£3,000)

    These grants will contribute to conference attendance where research results relating to topics aligned to sensory integration theory and practice will be disseminated. The grant can also be used for developing skills for publishing research adhering to the SI research themes.

    Recruitment Support

    We will promote research on our online forums, publications and to our members relating to the research themes above.


    You can find further information on the support available and eligibility, as well as all our terms and conditions and research policies, within the Research section of our website.

  • 02 Jul 2020 21:42 | SIE Support (Administrator)


    Have you thought how it would feel to qualify as a Sensory Integration Practitioner and introduce an SI approach to your practice? If you have not yet taken your first step along our UK-university-accredited pathway to SI practice, then this email is for you.

    In September, our next cohort of students will begin studying our popular Online SI Module 1: Foundations and Neuroscience. This is the first of three modules which, upon successful completion, deliver you a Postgraduate Certificate in Sensory Integration and SI Practitioner status. 

    Our accredited SI Modular Pathway is designed for graduate occupational therapists, physiotherapists and speech & language therapists to develop the skills required to practice Ayres’ Sensory Integration Therapy in the context of their particular professional background. 

    This is a distance learning course so no need to worry about time off work or booking travel and accommodation. The content is taught using online presentations and lectures, animations, quizzes and practical activities, and some independent study tasks. You will have your own Advanced SI Practitioner e-mentor who will support your individual learning needs, plus an online study group offering peer-learning support. Plus, we give you a whole year to access the course content, meaning you can revisit it to bolster your knowledge before you continue on your pathway to practice. You will have access to our accrediting university’s library resources and student support facilities. You can also access downloadable transcripts of the course for offline study.

    We offer interest-free monthly payment plans for your convenience.

    Find out more about the PGCert, SI Module 1 and the full SI Modular Pathway here.

    So if you would like to experience for yourself the pride and excitement of qualifying as a Sensory Integration Practitioner and add a PGCert qualification to your CV, click here today. Bookings for the September 2020 cohort close on Friday 7 August 2020.

    We’re happy to answer any questions at support@sensoryintegration.org.uk


    Sensory Integration Education


    PS. Here’s what people who have recently completed the course said:

     

    “Really enjoyed it, great support from my tutor. Lectures were interesting and easy to follow. Very easy to access, fantastically done course. Can’t believe I did the whole module from my dining room almost stress free!” 


    “You will gain incredible indepth neuroscience detail. LOVED it!” 


    “If you have an interest and passion in ASI [Ayres’ Sensory Integration] then you must complete this course. It is very challenging but will give you a real buzz for ASI and leave you wanting to complete more modules.” 

     

    “It is interesting and worthwhile and a great first step of the building block to becoming a sensory integration therapist.”


    PPS. You can book module by module or, for greater savings, you can book onto the complete PGCert (3 modules) course.


  • 17 Jun 2020 11:54 | SIE News (Administrator)

    We are looking back at this article, first published in 2016 in our SensorNet magazine, in celebration of the International Day of Yoga on 21 June...

    Mel has been an Occupational Therapist for over 20 years. After taking time out to raise her children, Mel went on to study Yoga, as a way of developing her own self-practice and has since become a teacher and author in Yoga. She has over 10 years Yoga teaching experience and is the author of ‘The Yoga of Pregnancy’ book and DVD. Returning to her profession as an Occupational Therapist, she found herself drawn to the study of Sensory Integration. She always maintained an interest in Neurology and was fascinated by the Sensory Integration approach. The more she studied the theory of Sensory Integration, the more she found her two worlds of being a yoga teacher and an Advanced Sensory Integration Practitioner merging.

    Yoga is an ancient practice originating in India thousands of years ago (Adamson E, Komitor J 2000). It combines physical exercise in the form of different yoga poses, known as asanas, with meditation and breathing exercises, synchronising the mind, body and breath to enhance a healthier and more whole self. (Desikachar T.K.V 1999).

    Similarly, theorists in Occupational Therapy also link the mind-body experience and this is represented in both Kielhofner and Fisher (1991) and Ayres (1972) work. Ayres named the vestibular (movement), proprioception (body awareness) and tactile (touch) as the three major sensory systems from which information is received and interpreted by the central nervous system. Ayres believed that the integration of these sensory systems provides the foundations from which higher-level brain functions such as academic learning, complex motor skills and social skills develop. Disturbances with the processing of sensory information within these different systems can lead to difficulties with planning, conducting motor skills and responding appropriately to sensory input. When the body and mind interact effectively within our environment, we are able to receive, modulate, integrate and organise sensory stimuli, responding with appropriate motor and behavioural actions. Neuroplascitiy is the basis for sensory integration. The more sensory enriched opportunities we have, the more it facilitates the laying down of new neural pathways in the brain which supports cognitive development, growth and behaviour.

    The asana aspect of a yoga practice, moves the body in different planes. The enhanced vestibular input supports balance, eye control, inversions and bilateral integration. The proprioceptive and tactile sensory systems are stimulated through muscle stretching when forming the various postures. The breathing and relaxation exercises in yoga help to calm and focus the mind which has a direct influence on the parasympathetic nervous system. These exercises can often override the sympathetic components of the autonomic nervous system which can be activated regularly when individuals become over reactive to certain sensory experiences and thus live in a near continual state of flight, fight or freeze.

    Yoga poses which can induce a feeling of calm and help balance the nervous system include:

    • Balasana - Child’s Pose - Provides both vestibular and tactile input having a calming influence on the sensory systems.

    • Reclined Bound Angled Pose - A relaxing pose providing both proprioceptive and tactile input.

    In addition to the yoga poses themselves, the art of breathing, known as “Pranayama” in the Yogic world also has a calming and balancing effect on our nervous systems. Although breathing is under autonomic control, we can consciously change it. How we breathe affects the way we think and feel and links the mind and body together. Many of the children we work with, don’t breathe properly. By teaching them to breathe effectively it improves their ability to self-regulate, while also assisting with the development of body awareness and postural stability. Breathing exercises can include:

    • Belly breathing - Lie on your back and place a soft toy on your belly, as you breathe in (inhale) and your belly fills watch the soft toy raise up, as you breathe out (exhale) and your belly empties watch the soft toy fall back down. Repeat several times.
    • Alternate nostril breathing
    • Blowing bubbles
    • Breathing in
    • Breathing out

    Flowing through different asanas such as the Sun Salutations, can help individuals to move and coordinate their body in different and unfamiliar ways, supporting motor planning skills and bilateral coordination awareness. Some examples of these poses include:

    • The Triangle Pose - (Trikonasana): using both sides of the body simultaneously

    • Practicing Bilateral Motor Skills: the ability to coordinate and use both sides of the body at the same time in a controlled and organised way. For many individuals with sensory processing difficulties, Occupational Therapists devise sensory diets to help individuals to develop their sensory processing skills. Through personalised programmes which involve various vestibular (movement/ balance), proprioception (movement and resistance) and tactile (deep pressure and touch) activities, individuals can receive the sensory input they need to help them become focused and organised through-out the day. Yoga poses and exercises can complement and contribute to these programmes. Yoga has become embodied in Mel’s practice and an integral part of her life, just as Sensory Integration is to the children and young people we work with.

    Mel has developed a Sensory Processing Yoga training course for professionals, yoga teachers and parents. For further information on Mel’s work please visit her website.

    References:

    ADAMSON, E, KOMITOR J. The complete idiot's guide to Yoga with kids. 1st ed. Los Angeles. Penguin Group (USA).

    AYRES, A.J. 2005. Sensory Integration and the Child. 2nd ed. Los Angeles: Western Psychological Services.

    BUNDY A., LANE S., & MURRAY E. 2002 Sensory Integration theory & practice. 2nd ed. Philadelphia: FA Davis Company.

    CAUTELA J. & GRODEN G. 1978. Relaxation: A comprehensive manual for adults, children and children with special needs. Champaign, IL: Research Press.

    DESIKACHAR T.K.V. 1999 The heart of Yoga; Developing a personal practice. 2nd ed. Vermont: Inner Traditions.

    DUNN, W., & BROWN, N., 2010. Relationship between context and sensory processing in children with autism. The American Journal of Occupational Therapy, 64(3) pp 474-483.

    EHLERINGER, J. 2010. Yoga for children on the autism spectrum. International Journal of Yoga Therapy, 20, pp. 131–139

    GALANTINO, M. L., GALBAVY, R., & QUINN, L. 2008. Therapeutic effects of yoga for children: A systematic review of the literature. Pediatric Physical Therapy, 20, pp. 66–80

    HARRISON, L. J., MANOCHA, R., & RUBIA, K. 2004. Sahaja yoga meditation as a family treatment programme for children with attention deficit– hyperactivity disorder. Clinical Child Psychology and Psychiatry, 9, pp.479–497.

    JENSEN, E. 2005. Teaching with the brain in mind. 2005. 2nd edn. Alexandria, VA Association for Supervision and Curriculum Development.

    KENNY, M. 2002. Integrated movement therapy™: Yoga-based therapy as a viable and effective intervention for autism spectrum and related disorders. International Journal of Yoga Therapy, 12, pp. 71-79.

    KING L.J. 1991. Sensory integration: an effective approach to therapy and education. Autism Research Review International. 5(2) pp. 3-6.

    KLATT, M. 2009. Integrating yoga, meditation, and occupational therapy for inner-city children. Explore: The Journal of Science and Healing, 5 pp. 152–153.

    KOENIG, K.P., BUCKLEY-REEN, A., & GARG. S. 2012. Efficacy of the Get Ready to Learn Yoga Program among children with Autism Spectrum Disorders: A pretest-posttest control group design. The American Journal of Occupational Therapy 66(5) pp.538-546.

    MERRILEE, A., 2008. Sensory Motor Integrated and Learning with Yoga. Bloomington. Indiana: Author House.

    PARHAM, D., & ECKER, C., Sensory Processing Measure: Home Form. 4th edn. Los Angeles. CA. Western Psychological Services.

    POWELL, L., GILCHRIST., M. & STAPLEY, J. 2008. A journey of self-discovery; An intervention involving massage, yoga and relaxation for children with emotional and behavioural difficulties attending primary schools. European Journal of Special Needs Education, 23. pp. 403-412.

    SCHAAF, R., MILLER, L.J., SEAWELL, D., & O’KEEFE. S. 2003. Children with disturbances in Sensory Processing: A pilot study examining the Role of Parasympathetic Nervous System. The American Journal of Occupational Therapy, 57(4) pp 442-449.

    UMA, K., NAGENDRA, H. R., NAGARATHNA, R., VAIDEHI, S., & SEETHALAKSHMI, R. 1989. The integrated approach of yoga: A therapeutic tool for mentally retarded children: A one-year controlled study. Journal of Mental Deficiency Research, 33 pp 415–421

    WILLIAM, S.M., & SHELLENBERGER, S., 1996. How does your engine run? ® Leader’s guide to the alert program for self-regulation. Albuquerque: Therapy Works Inc.

    WILLIAM, S.M., & SHELLENBERGER, S., 2001. Take five! Staying alert at home and school alert program for self-regulation. Albuquerque: Therapy Works Inc.

  • 15 Jun 2020 16:10 | SIE News (Administrator)

    Many people find email or text messages easier to process and manage than phone calls, let alone the dreaded video meeting. We asked autism advocate and blogger Actually Aspling, (via email!) to explain why she finds that phone calls can be anxiety-inducing but text-based communication creates less pressure:

    “I'll be honest, 99.9% of the time I prefer text based communication methods, for example emails and text messages. That's because I find phone calls incredibly intimidating and scary. With a phone call it's difficult to understand intonation and work out the caller's intention. Most times I won't answer the phone and will reply with a 'please text me instead' message.

    “A lot of the time I find it difficult to process verbal information, and sometimes I miss a lot of what's been said. Whereas with text I have the comfort to re-read and process the information. I also find that on the phone I stumble and forget what to say, I tend to freeze because of nerves and anxiety. However with email I'm able to spend extra time with wording, I can edit everything so that it makes sense; something I find really useful.

    “Text messages/emails are also less confusing, because I don't have to try and decode someone's tone or expression, I can just read the message and reply. I don't have to worry about my own body language and expression either, because no one can see it, granted with phone calls you are virtually invisible, but I have to be careful with my tone.

    “Sometimes though I do have to make phone calls, and even though I find it difficult I can physically do it, but the comedown afterwards can be challenging. I find phone calls make me incredibly anxious, so I'll be fidgety and hyper, and then afterwards I'll be extremely exhausted. People don't realise how much little things can tire me out, how the simplest tasks can lead to burn out.

    “It's important to remember that communication style preferences can differ depending on person, but it's essential we respect people's choice. So send that email, or text, and hold off making the phone call if you can.”

    Actually Aspling is run by Victoria Ellen who was diagnosed with autism at the age of 25 in 2017. You can find her Facebook page here and her Actually Aspling blog here.

  • 08 Jun 2020 22:09 | SIE Support (Administrator)


    In response to a great deal of demand, we’ve created a course for parents and carers explaining sensory processing difficulties and how they can be managed at home. 

    Aimed at parents, carers, foster families, adoptive parents and adoption agency staff, this compact, online course employs plain English; easy-to-understand examples; animations and illustrations; fun quizzes; and interactive elements. It includes ideas on how to accommodate a child’s sensory needs at home, as well as signposting many useful resources. The course also outlines what help qualified sensory integration therapists can offer.

    At about an hour in length, this course would make a great resource for therapy clients or a continuing professional development training session for adoption/foster agency staff. As well as being available directly to individuals, you can purchase the course in multiples of five to pass on access codes to clients or staff.

    We want as many people as possible to better understand sensory processing, so we’ve priced the course to simply cover our administration and hosting costs. At only £5 this course is highly accessible and also includes free Bronze Membership to SIE for the people registering on the course.

    Find out more about this new resource for parents and carers here.


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We are a not for profit organisation. SI Network (UK & Ireland) Ltd trading as Sensory Integration Education. Established 1994.

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