Sensory Integration Education

Written by Eva Nakopoulou, 2024/2025 Winner of the Elizabeth Fairgrieve Award for the Postgraduate Certificate in Sensory Integration: Outstanding Student of the Year

In this reflective piece, Eva Nakopoulou shares how studying for the PGCert in Sensory Integration has transformed her clinical practice, deepening her understanding of truly individualised, flexible and child-led intervention. She highlights the importance of adapting moment-to-moment to a child’s behavioural, emotional, and physical cues—an approach that becomes especially vital when supporting children with learning disabilities. 

Her journey illustrates how the PGCert not only advanced her professional competence but also empowered her to advocate confidently for children with complex sensory needs.

Through my studies on the PGCert in Sensory Integration, I developed a much deeper understanding of how sensory integration assessment and intervention can be delivered in a way that is flexible, responsive and truly individualised. 

One of the most significant learning points for me was recognising that effective practice requires the ability to adapt in the moment, constantly responding to a child’s behavioural, emotional and physical cues and overall state of regulation.

Careful observation and sensitive interpretation of these cues, combined with the skill to modify activities dynamically, are essential to maintain engagement and optimise therapeutic outcomes.

This adaptive, child-led approach is often highlighted in the literature and by experienced clinicians but its importance becomes even more pronounced when working with children with learning disabilities. The PGCert gave me the theoretical foundation and practical tools to work confidently with children with learning disabilities, ensuring that each intervention is both meaningful and accessible.

As a direct outcome of my studies, I have become more skilled at building strong therapeutic alliances and creating environments that support trust, safety and meaningful engagement. I am now able to integrate child-led, playful approaches with structured therapeutic aims in a way that fosters participation and regulation. My ability to make subtle, well-timed adaptations during sessions has strengthened, enabling me to facilitate adaptive responses and meaningful progress.

A concept that particularly resonated with me during the course was that of “assessed intervention.” As described by my mentor, this reflects the ongoing, cyclical nature of sensory integration practice, where every session provides valuable information that shapes future planning. 

This way of working has profoundly enhanced my clinical reasoning and allowed me to become more confident and attuned to each child’s unique sensory profile.

The range and richness of the course content, combined with clinical hours and mentoring, have greatly strengthened my professional competence. This comprehensive training has equipped me to practise confidently and effectively as a sensory integration practitioner, applying evidence-based strategies with clarity and purpose.

The knowledge and skills I gained through the PGCert have significantly improved my practice. I now approach each child with greater flexibility, confidence and creativity.

I am better able to integrate sensory strategies into real-world contexts, collaborate meaningfully with multidisciplinary teams and advocate for children with complex needs. 

Receiving the Elizabeth Fairgrieve Award is an honour that reflects not only my learning journey but also the transformative impact this training has had on my clinical work.

Sensory Integration Education is a leading UK provider of postgraduate and CPD training in sensory integration. Our postgraduate courses are accredited by Sheffield Hallam University.