{"id":71157,"date":"2023-03-31T11:18:15","date_gmt":"2023-03-31T11:18:15","guid":{"rendered":"https:\/\/www.talkingmats.com\/?p=71157"},"modified":"2025-06-27T09:11:20","modified_gmt":"2025-06-27T09:11:20","slug":"talking-mats-me-and-my-senses-part-2","status":"publish","type":"post","link":"https:\/\/www.talkingmats.com\/talking-mats-me-and-my-senses-part-2\/","title":{"rendered":"Talking Mats; Me and My Senses: part 2"},"content":{"rendered":"\n<p>Thank you to Lisa Chapman,<em>Lead Speech and Language Therapist at Bee U: Child &amp; Adolescent Mental Health Services, Midlands Partnership NHS Foundation Trust<\/em>, who has shared her thoughts about the new sensory resource, sharing what it means to her both professionally and personally. Read more about the development of the Resource in our previous blog.<\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-vivid-purple-background-color has-background wp-element-button\" href=\"https:\/\/www.talkingmats.com\/me-and-my-senses\/\" target=\"_blank\" rel=\"noreferrer noopener\">Read more here <\/a><\/div>\n<\/div>\n\n\n\n<p class=\"has-large-font-size\">A personal and professional journey intertwined.<\/p>\n\n\n\n<p>Communication has always been one of my passions.&nbsp; As a languages teacher I was struck by the speech, language and communication needs (SLCN) of my students and this led me to retrain as a Speech and Language Therapist (SLT).&nbsp; As a parent I saw how my youngest son struggled to communicate his needs and how others struggled to understand him across different environments.&nbsp; He now has a diagnosis of Autism and the experiences we have had together were the start of my journey to explore Sensory Processing.<\/p>\n\n\n\n<p><strong>Sensory Processing, Sensory Integration and Neurodiversity.<\/strong><\/p>\n\n\n\n<p>Sensory processing is something we all do, it is how we make sense of the world around us using our 8 senses.&nbsp; These websites offer a good general overview of our senses and sensory processing;<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Understanding Sensory Processing and Integration in Children (<a href=\"\/Users\/chapli\/AppData\/Local\/Microsoft\/Windows\/INetCache\/Content.Outlook\/RANC9R5M\/sensoryintegrationeducation.com\" target=\"_blank\" rel=\"noreferrer noopener\">sensoryintegrationeducation.com<\/a>)<\/li>\n\n\n\n<li>Free online sensory processing course for teachers, assistants and parents (<a href=\"\/Users\/chapli\/AppData\/Local\/Microsoft\/Windows\/INetCache\/Content.Outlook\/RANC9R5M\/griffinot.com\" target=\"_blank\" rel=\"noreferrer noopener\">griffinot.com<\/a>)<\/li>\n<\/ul>\n\n\n\n<p>How this information is then dealt with is referred to as \u2018Sensory Integration\u2019; \u2018the processing, integration and organisation of sensory information from the body and the environment\u2019 (Schaaf &amp; Mailloux, 2015, p5).&nbsp;<\/p>\n\n\n\n<p>From my growing personal interest came ideas on how sensory processing and integration overlapped with my professional life as an SLT. Hooked, I enrolled on the Sensory Integration Masters course with Ulster and latterly Sheffield Hallam University. I completed my Diploma in 2021 and hope to complete my Masters dissertation later this year.&nbsp;<\/p>\n\n\n\n<p>I love that I have been able to weave my \u2018lived\u2019 experiences into my professional development. These experiences continue to overlap. Most recently, this has involved exploring the concept of Neurodiversity, \u201cthe infinite variation in neurocognitive functioning within our species\u201d (Walker, 2014a). Walker clarifies that the neurodiversity paradigm has three fundamental principles<\/p>\n\n\n\n<p class=\"has-text-align-left\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; \u2022&nbsp; Neurodiversity is natural and valuable. We are stronger because of our diversity.<\/p>\n\n\n\n<p class=\"has-text-align-left\">               \u2022&nbsp; There is no one \u2018right\u2019 way to process information. There is no such thing as a \u2018normal\u2019 brain.<\/p>\n\n\n\n<p class=\"has-text-align-left\">               \u2022&nbsp;&nbsp; It is important to acknowledge social power dynamics exist in relationship to diversity. Walker (2014b) reminds us to \u2018check\u2019 our privilege. This will frequently involve moving out of our comfort zone (Murphy, 2022).<\/p>\n\n\n\n<p>This paradigm has become a core framework for me as both an SLT and a parent. It helps me make sense of variations in communication and sensory experience, to reframe these as differences, not deficits. Understanding my son\u2019s sensory processing has helped me see the world through his eyes allowing new spaces for communication and different conversations. It has helped to reduce the Double Empathy gap (Milton, 2012).&nbsp;<\/p>\n\n\n\n<p>I am equally aware of the impact of environments. Luke Beardon\u2019s (2017) \u2018golden equation\u2019, one I quote often, aptly summarises this. \u201cAutism + Environment = Outcome\u201d. Environment here includes identity, the sensory environment, other people and society (Beardon, 2022). The value of having a clearer understanding of your identity and needs is also context dependent, \u2018relational\u2019 (Chapman, 2021). You, and others around you, may have great insight into how your body and mind work, but this can only go so far. If no one is listening to you, and environments in their broadest terms are set up to be against you, are \u2018low-functioning\u2019 (Patten, 2022, p.8), it is harder to achieve positive and authentic outcomes.<\/p>\n\n\n\n<p>For my autistic son, education settings have sadly often been \u2018low-functioning\u2019 environments, placing an immense toll on his sensory processing, communication and ultimately on his emotional well-being. The impact on us as parents has been no less challenging, coping with multiple exclusions from multiple placements. I have equally seen the power of restorative, \u2018high-functioning\u2019 environments (Patten, 2022, p.12) that enable him to be the best he can be: environments that offer success, building on his interests and abilities.&nbsp;<\/p>\n\n\n\n<p>The very nature of neurodiversity suggests that we all process sensory information differently.&nbsp; A better understanding of individual sensory experiences gives more information that we can use to create and advocate for \u2018high functioning\u2019 environments for everyone, and achieve equity. A crucial first step in neurodiversity affirming practice is respecting an individual\u2019s \u2018epistemic authority\u2019 (Chapman &amp; Botha, 2022). To listen without prejudice, and not to enforce that we know best, just because of our position.<\/p>\n\n\n\n<p>With this as my personal and professional \u2018framework\u2019 I welcomed the opportunity to trial the Talking Mats resource; Me and My Senses and my final thoughts are around using it with my son.<\/p>\n\n\n\n<p><strong>My personal journey continues; learning and growing<\/strong><\/p>\n\n\n\n<p>As his mum, and as an informed professional, I felt that I already knew my son\u2019s sensory profile, that I could predict what some of his answers were going to be. He had also already had a full OT-ASI assessment. I came to this as an exercise in ironing out snags, not primarily one of personal learning. I couldn\u2019t have been more surprised by the wealth of new information I came away with, after using the mat with him.<\/p>\n\n\n\n<figure class=\"wp-block-image size-full is-resized\"><img decoding=\"async\" width=\"635\" height=\"502\" src=\"https:\/\/www.talkingmats.com\/wp-content\/uploads\/2023\/03\/Picture1.jpg\" alt=\"\" class=\"wp-image-71159\" style=\"width:430px;height:340px\" srcset=\"https:\/\/www.talkingmats.com\/wp-content\/uploads\/2023\/03\/Picture1.jpg 635w, https:\/\/www.talkingmats.com\/wp-content\/uploads\/2023\/03\/Picture1-300x237.jpg 300w, https:\/\/www.talkingmats.com\/wp-content\/uploads\/2023\/03\/Picture1-600x474.jpg 600w\" sizes=\"(max-width: 635px) 100vw, 635px\" \/><\/figure>\n\n\n\n<p>My most important learning was around the significance of smell for my son. Using the mat gave him the space and opportunity to share his insights into smell that I had never really appreciated before. What\u2019s more, this \u2018opening up\u2019 extended beyond the time we were using the mat. For the rest of the day he continued to refer to his mat, adding further examples and anecdotes about \u2018smell\u2019 as a fundamental sense for his well-being. The mat had provided a safe space for exploration, connection and communication beyond its physical presence. It was a humbling, but also precious experience. It illustrated beyond doubt the importance of listening, but also the immense privilege of opening up and sharing a space that facilitated my son\u2019s voice to be heard.<\/p>\n\n\n\n<p>Until now, few tools have captured the lived \u2018sensory\u2019 experiences of children and young people.&nbsp; The Talking Mats \u2018Me and My Senses Resource\u2019 meets this need. It places an individual\u2019s voice as central, acknowledging and facilitating autonomy and agency. As such, it is an invaluable tool to anyone wishing to explore sensory processing in a neurodiversity affirming way.<\/p>\n\n\n\n<p>References<\/p>\n\n\n\n<p>Beardon, L., (2017, July). How can unhappy autistic children be supported to become happy autistic adults? <a href=\"https:\/\/blogs.shu.ac.uk\/autism\/files\/2017\/07\/How-can-unhappy-autistic-children-be-supported.pptx\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/blogs.shu.ac.uk\/autism\/files\/2017\/07\/How-can-unhappy-autistic-children-be-supported.pptx<\/a><\/p>\n\n\n\n<p>Beardon, L. [@SheffieldLuke]. (2022, December 11). Autism + environment = outcome; environment could include: autistic self (e.g. understanding of self); others in that environment; the sensory. [Tweet]. Twitter. <a href=\"https:\/\/twitter.com\/SheffieldLuke\/status\/1601894447721111552?s=20&amp;t=HmyywdI4gDSrDJ1BggtF3w\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/twitter.com\/SheffieldLuke\/status\/1601894447721111552?s=20&amp;t=HmyywdI4gDSrDJ1BggtF3w<\/a><\/p>\n\n\n\n<p>Chapman, R. (2021). Neurodiversity and the Social Ecology of Mental Functions. Perspectives on Psychological Science, 16(6), 1360\u20131372. <a href=\"https:\/\/doi.org\/10.1177\/1745691620959833\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1177\/1745691620959833<\/a><\/p>\n\n\n\n<p>Chapman, R., &amp; Botha, M. (2022). Neurodivergence-informed therapy. <em>Developmental Medicine Child Neurololgy<\/em>. 00: 1\u2013 8. <a href=\"https:\/\/doi.org\/10.1111\/dmcn.15384\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1111\/dmcn.15384<\/a><\/p>\n\n\n\n<p>Milton, D. E. M. (2012). On the ontological status of autism: The \u201cdouble empathy problem\u201d. Disability &amp; Society, 27(6), 883-887. <a href=\"https:\/\/doi.org\/10.1080\/09687599.2012.710008\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1080\/09687599.2012.710008<\/a>.<\/p>\n\n\n\n<p>Murphy, K. (2022). Neurodiversity in the Early Years. Neurodiversity &amp; ableism reflection tool. <a href=\"https:\/\/assets-global.website-files.com\/5f903cbab2ae71f26cf02400\/638a04bcc5a15c6fda2c02b1_AUDIT_Kerry%20Murphy.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/assets-global.website-files.com\/5f903cbab2ae71f26cf02400\/638a04bcc5a15c6fda2c02b1_AUDIT_Kerry%20Murphy.pdf<\/a><\/p>\n\n\n\n<p>Patten, K. K. (2022). <em>Eleanor Clarke Slagle Lecture\u2014Finding our strengths: recognizing professional bias and interrogating systems<\/em>. American Journal of Occupational Therapy, 76, 7606150010. <a href=\"https:\/\/doi.org\/10.5014\/ajot.2022.076603\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.5014\/ajot.2022.076603<\/a><\/p>\n\n\n\n<p>Schaaf, R.C. &amp; Mailloux, Z. (2015). <em>Clinician&#8217;s guide for implementing Ayre\u2019s sensory integration: Promoting participation for children with autism<\/em>. American Occupational Therapy Association: Incorporated.<\/p>\n\n\n\n<p>Walker, N. (2014a). <em>Neuroqueer: The writings of Dr. Nick Walker. Neurodiversity: Some basic terms &amp; definitions<\/em>. <a href=\"https:\/\/neuroqueer.com\/neurodiversity-terms-and-definitions\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/neuroqueer.com\/neurodiversity-terms-and-definitions\/<\/a><\/p>\n\n\n\n<p>Walker, N. (2014b). <em>Neuroqueer: The writings of Dr. Nick Walker. Neurotypical psychotherapists &amp; autistic clients<\/em>. <a href=\"https:\/\/neuroqueer.com\/neurotypical-psychotherapists-and-autistic-clients\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/neuroqueer.com\/neurotypical-psychotherapists-and-autistic-clients\/<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Thank you to Lisa Chapman,Lead Speech and Language Therapist at Bee U: Child &amp; Adolescent Mental Health Services, Midlands Partnership&hellip;<\/p>\n","protected":false},"author":10,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[85,8,30,27,1],"tags":[565,566],"class_list":["post-71157","post","type-post","status-publish","format-standard","hentry","category-autism","category-blog","category-children-and-young-people","category-person-centred-approach","category-uncategorized","tag-sensory-processing","tag-sensoryintegration"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.1.1 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Talking Mats; Me and My Senses: part 2 - Improving Communication, Improving Lives<\/title>\n<meta name=\"description\" content=\"Talking Mats is a social enterprise whose vision is to improve the lives of people with communication difficulties. 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