Health - Sensory and / or Physical Difficulties in More Detail

Sensory and/or Physical Needs that parents might not immediately recognise as Special Educational Needs (SEN). These needs can be subtle and often mistaken for behavioural issues, clumsiness, or fussiness.

These difficulties relate to how a child experiences and responds to sensory input (e.g., sound, touch, movement) or physical challenges that affect mobility, coordination, or access to learning.

Sensory Processing Difficulties

1. Auditory Sensitivities

Covers ears in noisy environments (e.g., assemblies, playground).
Becomes distressed by unexpected sounds (e.g., hand dryers, alarms).
Struggles to concentrate in busy classrooms due to background noise.
May speak loudly or softly without realising volume control.

2. Visual Sensitivities

Complains about bright lights or avoids eye contact.
Finds it hard to track text on a page or follow moving objects.
May be overwhelmed by cluttered visual environments.

3. Tactile Sensitivities

Avoids messy play (e.g., sand, paint) or certain textures in clothing.
Reacts strongly to light touch but not to firm pressure.
May refuse to wear certain fabrics or tags due to discomfort.

4. Proprioceptive and Vestibular Needs

Constantly seeks movement (e.g., rocking, jumping, spinning).
Appears clumsy or uncoordinated, often bumping into things.
Has poor balance or struggles with activities like climbing or hopping.
May tire easily or seem unusually energetic.

Physical Needs and Motor Skills

1. Gross Motor Difficulties

Struggles with running, jumping, or catching a ball.
Avoids PE or physical play due to coordination issues.
Has difficulty navigating stairs or uneven surfaces.

2. Fine Motor Difficulties

Finds it hard to use scissors, hold a pencil, or button clothing.
Writing may be slow, messy, or physically tiring.
Avoids drawing, colouring, or craft activities.

3. Fatigue or Physical Limitations

Tires quickly during physical tasks or needs frequent breaks.
May have a diagnosed condition (e.g., cerebral palsy, muscular dystrophy) but parents may not realise the educational impact.
Needs adaptations (e.g., seating, equipment) but struggles without them.

Behavioural Indicators Often Misunderstood

Fidgeting or constant movement may be sensory-seeking, not misbehaviour.
Refusal to participate in certain activities may stem from sensory overload or physical discomfort.
Meltdowns or shutdowns can occur when sensory input becomes overwhelming.
Avoidance of touch or proximity may be misread as rudeness or anxiety.

Other Subtle Signs

Inconsistent performance - may do well in quiet, structured settings but struggle in noisy or unpredictable ones.
Unusual posture or gait - may walk on tiptoes, slouch, or have difficulty sitting upright.
Delayed self-care skills - struggles with dressing, toileting, or feeding independently.
Overly sensitive to smells or tastes - may gag or refuse certain foods.