Some children struggle with sensory processing, motor coordination or both. They may be overwhelmed by noise, lights, clothing textures, food smells, crowds or touch. Others may appear clumsy, avoid handwriting, struggle with buttons or shoelaces, bump into things or become exhausted by everyday school tasks.
These difficulties can appear alongside autism, ADHD, anxiety, developmental delay or learning difficulties, but they can also be noticed on their own. Parents should seek professional advice when sensory or motor difficulties affect daily life, school participation, sleep, eating or behaviour.
At home, observe patterns. Does the child become upset in malls, assemblies, birthday parties or noisy restaurants? Do they avoid certain clothes or foods? Do they seek movement by jumping, spinning or crashing into cushions? Behaviour often communicates sensory need.
A helpful home routine may include calming movement before homework, a quiet corner after school, soft clothing choices, predictable mealtimes and reduced sensory overload before bedtime. For motor skills, practise real-life tasks such as opening lunchboxes, using cutlery, carrying a school bag, dressing and tidying toys.
Avoid forcing a child suddenly into overwhelming situations. Gradual exposure works better. For example, if a child struggles with haircuts, start with visiting the salon, then sitting in the chair, then tolerating the cape and later completing a short trim.
At school, sensory and coordination needs can affect handwriting, PE, assemblies, lunch, group work and transitions. Supports may include pencil grips, movement breaks, alternative seating, reduced copying, quiet spaces, visual routines or modified PE tasks.
An Incluzun LSA can help the child use sensory strategies, movement breaks, fine-motor supports and calming tools appropriately. The LSA can also help the child recognise when they need a break and return to learning afterwards. The goal is regulation, participation and independence, not avoidance of every demand.
Parent Checklist: When to Seek Further Professional Guidance
Disclaimer: This checklist is only a general guide to help parents notice possible traits or concerns. It is not an identification, diagnosis or formal assessment. Only a suitably qualified professional can complete a formal identification or assessment of a child's needs.
Parents may wish to seek further professional advice when several of the following traits are frequent, persistent and affecting learning, daily life, communication, independence, confidence or safety:
☐ Becomes distressed by noise, lights, smells, clothing textures, crowds or touch.
☐ Avoids certain foods, clothes, grooming routines or busy environments.
☐ Seeks intense movement by jumping, spinning, crashing or constantly moving.
☐ Takes a long time to calm after sensory overload.
☐ Frequently bumps into things, falls, drops items or seems unusually clumsy.
☐ Struggles with buttons, shoelaces, cutlery, lunchboxes or handwriting.
☐ Avoids PE, playground activities, art, writing or fine-motor tasks.
☐ Sensory or coordination difficulties affect sleep, eating, school participation or behaviour.
If you are unsure where to begin, you can always contact Incluzun for more direction towards the right qualified professional for formal identification or assessment, and to discuss whether an LSA may be suitable for your child.
Research and UAE guidance note: Occupational therapy, school inclusion planning and consistent home-school strategies are commonly used to support sensory and coordination needs.
Incluzun specialises in finding the right Learning Support Assistant (LSA) for the right child. For sensory processing and coordination support, our LSAs work with families, schools, teachers, inclusion teams and therapists so that agreed goals are practised consistently across the school day. The aim is meaningful progress, confidence and independence, not dependence on adult support.
Need LSA support for your child? Contact Incluzun: [email protected] | 056-5000-830.
Remember, inclusion is a journey, not a destination.