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Vestibular

The sense of balance

Part of
Sensory Processing Handbook

The eight senses - guidance for practitioners in Somerset

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Contents

The sense of balance

What it isHypersensitiveHyposensitive

Part of
Sensory Processing Handbook

The eight senses - guidance for practitioners in Somerset

1

Introduction

Information on the nature of sensory processing differences and the impact they can have on children and young people's lives

Somerset SEND CharterWhat is sensory processing?Sensory processing differences or difficultiesInteroception – the eighth senseChecklists and assessments
2

The sensory system

Safe interventions for both children and young people, and groups

TactileProprioceptiveInteroceptiveVestibularVisualAuditoryOlfactoryTaste
3

School approaches

Recommendations for creating appropriate learning environments for pupils with sensory processing differences

Whole school approachClassroom strategiesWhat to do if you are concerned a pupil is experiencing sensory processing difficultiesReferring to occupational therapy

What it is

The vestibular system is the balance sense.  It tells us:

  • where the body is in relation to gravity for example, when you are spinning, jumping and swinging
  • whether we are moving or standing still
  • how fast we are going and in what direction
  • where our body is in space.

Hypersensitive

(oversensitive)

Potential signsPotential impactStrategies to assist with learning
Potential signsFearful reactions to ordinary movementsPotential impactAvoid physical activities.Strategies to assist with learningAllow alternative activities that do not require high vestibular input such as activities when sitting or standing up straight. Allow activities where the movement is controlled by the CYP and not by others.
Potential signsDifficulty climbing or descending stairs or hillsPotential impactStrategies to assist with learning
Potential signsApprehensive about walking on uneven surfacesPotential impactStrategies to assist with learning
Potential signsMotion induced sickness such as fairground rides and carsPotential impactStrategies to assist with learning
Potential signsFear of feet being off the groundPotential impactStrategies to assist with learning
Potential signsDifficulties rolling, laying on back and lifting legs in the air Potential impactStrategies to assist with learning
Potential signsDifficulties in positions where the head is down. Potential impactStrategies to assist with learning

Hyposensitive

(less-reactive)

Potential signsPotential impactStrategies to assist with learning
Potential signsSeeking intense movement experiences, for example body whirling, jumping or spinning, crashing, being upside down and runningPotential impactDifficulties concentrating Strategies to assist with learningAllow movement breaks to fulfil the need for movement, that the CYP is expected to participate well in activities.
Potential signsStruggling to sit still. Potential impactMay disturb others in the classroom Strategies to assist with learningMovement breaks should include proprioceptive activities.
Potential signsPotential impactStrategies to assist with learningSit on air cushion or gym ball.
Potential signsPotential impactStrategies to assist with learningAllow CYP to stand in the back of the classroom if able to concentrate and not disturb others.

Last updated: November 29, 2023

Next review due: May 29, 2024

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