07/11/2025
DLA Tip no8: Mini-Series: Expanding on sensory needs
Writing something like:
“My child has sensory needs with clothes, foods, balance, motor difficulties and noise sensitivities” ..:isn’t enough.
DLA need to know exactly what this looks like and how it affects daily life. Imagine a Big Brother camera on you, what would they see YOU doing?
You need to state..:::
• What happens
• What you do in response
• How long it lasts
• What happens if you don’t intervene
• Impact on family life
Note: These examples are not about my child or any particular child. This is not designed for copy and paste, It is made up purely to show you how to expand on your child’s needs for DLA forms.
You can use it as a prompt to describe your own child’s situation fully.
Sensory support needs- expanded example…..
“My child experiences significant sensory processing differences across all areas. (As per OT report if applicable) I provide constant supervision and adapt every environment to help her stay safe, regulated, and able to complete daily routines.
Tactile (Touch)
My child is extremely sensitive to touch. Clothing tags, seams, rough fabrics or even the feel of socks and tights can trigger screaming, pulling away or full meltdowns. This often makes her late for schools. I check every item of clothing before she wears it, guide her hands during hair brushing and washing, and often have to physically redirect her to complete grooming. She will not let me cut her nails or let me hug her which is hard for me. She will not tolerate peers being near her (school report) Everyday tasks like washing hands or touching certain surfaces require constant guidance. Without this support she becomes distressed, refuses tasks and cannot take part in daily routines.
Visual (Sight)
Bright lights, flickering screens or visually busy environments overwhelm her. In school she may cover her eyes, squint or freeze when moving through corridors or classrooms. In public or at home, cluttered spaces or crowded shops can trigger anxiety or meltdowns. I adjust lighting, plan quiet times, guide her movements and sometimes physically block overwhelming visual input. Without my intervention she can panic, refuse to move or become unable to follow routines safely.
Auditory (Hearing)
Sudden or loud noises such as sirens, alarms, barking dogs or noisy rooms cause extreme distress. She covers her ears, screams or bolts from the area. I prepare her in advance, carry ear defenders, guide her through overwhelming environments and provide calm reassurance. I often have to physically prevent her from running into unsafe areas. We also have to utilise sensory friendly activities like the cinema bowling and trampoline park so she can still attend with low arousal. Without this constant supervision she is at risk of injury, exhaustion or emotional meltdown.
Vestibular (Balance and Movement)
She struggles with balance and movement, particularly on stairs, when holding drinks or playing on equipment. Even walking across a room can be difficult. I provide continuous support by holding her hand, steadying her or carrying her short distances. She stuggles in ques. I always remind her to move carefully. Without intervention she risks falls, bruises or joint injuries. She’s also hypermobile….
Proprioception (Body Awareness)
She finds it difficult to know where her body is in space. She bumps into furniture, misjudges distances, falls out of bed without a guard and cannot judge how much force to use when holding things. I guide her movements, demonstrate tasks and help her with stairs, mop up her mess when she knocks drinks and bowls over and I help her with carrying items. Without supervision she is likely to hurt herself or others and cannot complete simple tasks independently yet by herself.
Interoception (Internal Body Signals)
She struggles to feel hunger, thirst, pain or the need to use the toilet. I have to prompt her to eat, drink and use the toilet several times throughout the day. School staff also have to do this. Without intervention she can become dehydrated, hungry or have accidents. She relies entirely on adults to recognise these needs and help her respond appropriately.
Olfactory (Smell)
Strong smells such as perfumes, cleaning products, cooking odours or chemicals can cause nausea, headaches or panic. I must anticipate triggers, move her to a safe space or remove the source of the smell. Without intervention she may vomit, refuse to stay in the area or experience a meltdown.
Gustatory (Taste)
She is extremely sensitive to food textures, tastes and temperatures. Certain foods cause gagging, distress or refusal to eat. She constraly seeks safe beige foods. I prepare safe foods, guide her through mealtimes and sometimes provide physical prompts or modelling to help her eat. Without this support mealtimes can become distressing and lengthy (I’ve made another post on food avoiders).
Temperature Regulation
She cannot always sense when she is too hot or cold so i constantly monitor her clothing, encourage her to drink water and guide her to shade or warmth as needed. Without supervision she risks overheating, exhaustion or hypothermia even during ordinary activities like walking to school or playing outside. Staff also monitor this at school.
Pain Awareness
She may under-sense pain (or over sense it). . Minor injuries like cuts, bumps or burns can go unnoticed and we have to take her to hospital for checks because she has in the past had fractures and hardly moaned. I check her body regularly, guide her away from hazards and provide reassurance or care when she is hurt. Without supervision injuries could go untreated or escalate.
Fine and gross motor skills
She has significant difficulties with both fine and gross motor skills. Her school report highlights that she struggles with hand writing, and this is something we see at home too. Tasks that require hand strength or coordination such as using cutlery, brushing teeth, fastening buttons or zips, and tying shoelaces are extremely difficult for her. I have to support her every day with these tasks, providing hand over hand guidance, verbal prompts and extra time to help her complete them. Without help she becomes frustrated, drops objects or is unable to finish the activity.
Her gross motor skills are also delayed. She struggles with balance and coordination and cannot yet ride a bike. She finds climbing stairs, stepping over obstacles, catching or throwing a ball and navigating uneven ground very challenging. I hold her hand or steady her frequently to prevent falls and guide her movements when walking, especially outdoors!.
Because of these motor difficulties she cannot manage most physical tasks independently and requires close supervision, hands-on support and reassurance throughout the day to stay safe and complete activities. I’m also prompting independence but I have to be mindful of her fragile self esteem.
Overall, I must provide constant supervision throughout the day every single day. This includes planning routes, adapting environments, managing meltdowns and supporting her safety while helping her to develop small steps toward independence”
Don’t be afraid to tell them everything. 📝 DLA need to see the full picture of the supervision, prompting, support, and time you provide every day even the small, invisible things that make a huge difference
