The Need for Sensory-Friendly “Zones”: Learning From Youth on the Autism Spectrum, Their Families, and Autistic Mentors Using a Participatory Approach

Abstract

IntroductionDifferences in sensory processing were linked to a diagnosis of autism spectrum disorder (ASD) before its inclusion as a core characteristic in the revised DSM-V. Yet, research focused on sensory processing and meaningful participation of children and youth with ASD remains relatively scarce. Although refinement of the International Classification of Functioning and Disability (ICF) relies on first-person accounts, longitudinal studies that foreground sensory experiences and its impact on involvement in a life situation from first-person perspectives are largely missing from this body of research.ObjectivesIn this sub-study, we drew from a longitudinal participatory research project consisting of two separately funded studies with children and youth with ASD and their families between 2014 and 2021. The participatory project used photovoice (PV) methods to identify the primary concerns related to socio-spatial exclusion (PV-1) and the action steps needed to redress them (PV-2). The objective of this sub-study was to understand what really mattered to children with autism, their parents, autistic youth and an adult mentor to consider how their experiential knowledge could deepen understanding of meaningful participation.Materials and MethodsWe used an overarching narrative phenomenological and aesthetic theoretical framework to focus data analysis on the bodily sensing experiences related to significant moments or events, followed by an inductive thematic analysis of what mattered about those moments.ResultsThe topical areas of concern that emerged from analyses were: (1) the relationship between sensory experiences and mental health (motion madness); (2) the indivisibility or layering of sensory and social experiences (squishing and squeezing); (3) the impact when “tricks” to stay involved are categorically misunderstood (When you don’t respond in the correct way), and (4) how care and consideration of others can lead to innovative solutions for inclusion (I can’t be the only one). Listening to the bodily-sensing experiences of children with ASD, autistic youth and adults, and their families in their own terms has implications for remapping the ICF and envisioning sensory curb-cuts to access, initiate and sustain occupational participation for all.

Creative arts in the national museum of computing

“…Talking about the art product creates a feeling of safety through the esthetic distance that art activities offer (Bololia et al., 2022). Such feeling of safety is necessary for engagement in social interactions and encouragement of verbal communication (Clément et al., 2022). Children did not talk about their strengths and weaknesses directly, but rather indirectly through the expression of the strengths and weaknesses of their robots or spaceships.…”

“…The museum's educational programming manager proposed a collaborative project focused on offering creative, art-based activities that would provide children with more opportunities to explore the technical topics through creative multisensory means-following the children's interests and broadening their behavioral repertoires and experiences at the same time. Similar strategies of connecting art-based activities and educational purpose of museum visits were used by other museums supporting engagement of underserved visitor audiences (Fletcher et al, 2018) by overcoming the layered stresses of sensory and social challenges (Clément et al, 2022). Based on personal contacts from previous collaborations, TNMOC approached the University of Northampton to collaborate on the project.…”

“…In addition to verbal guidance provided by the activity facilitator, tables were visually marked noting the type of activity, making it easier for parents and children to navigate. As opposed to the rest of the computing museum, the activity room had no screens running and no overhead lights were turned on, providing what Clément et al (2022) refer to as sensory friendly zones allowing for better participation without being specified as spaces created for individuals with special educational needs.…”

“…As opposed to the rest of the computing museum, the activity room had no screens running and no overhead lights were turned on, providing what Clément et al. (2022) refer to as sensory friendly zones allowing for better participation without being specified as spaces created for individuals with special educational needs.…”

Developing an inclusive campus for autistic students.

“…Awareness of the sensory aspects of a classroom or meeting space can reduce barriers to autistic individuals (Clément et al, 2022; Hanley et al, 2017) who may focus best in settings that are less crowded, have minimal background noise, and natural lighting. Youth classroom settings that are sensory friendly appear to facilitate improved student attention and class participation (Wild & Steeley, 2018), suggesting that such interventions may benefit older students.…”