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More than a Wobble: When Sensory Support Becomes Sensory Demand
-Declaration of AI use-
Article fully written by Jouré Rustemeyer, a neurodiversity specialist, educator, coach and cognitive facilitator. Reviewed by the Hub Team. Only images/graphics are AI-generated.
It has become normal to walk into any classroom, therapy room and even private home and see wobble cushions, therapy balls, balance boards, foot fidget bands, weighted products and movement-based seating options. These supports are introduced with the intention of improving attention, reducing restlessness and helping children engage in learning and other occupations more successfully.
The reasoning is sound. Many children, including those who are neurodivergent, benefit from movement, proprioceptive input, vestibular stimulation and opportunities for self-regulation. However...
An important question is often overlooked: "What if the support itself becomes another demand?"
Rethinking sensory supports through the lens of participation
Occupational therapists are uniquely equipped to consider the question above.
We routinely analyse occupations in terms of their physical, sensory, cognitive, emotional and environmental requirements. We consider whether the demands of a task meet or exceed a child's current abilities - and whether modifications may improve participation.
Perhaps we should apply the same analysis to sensory supports themselves.
Occupational therapists routinely consider the demands an occupation places on a child, but should also consider those created by the supports introduced. Every sensory support provides input that must be processed. It may therefore reduce one demand, whilst introducing another.
The question is not simply what sensory input a support provides, but what additional processing and performance demands it creates. Can the child process that information, whilst simultaneously participating in the activity being asked of them?
