Sensory integration (also called sensory processing) is how the brain receives, organises and interprets sensory information from the body and the environment. It is an automatic neurological process that supports everyday activities such as dressing, eating, moving, socialising, learning and working.

In simple terms, sensory integration describes how we notice, make sense of and respond to (or filter out) information from our senses. When this process works well, it helps us stay regulated, coordinate our bodies, focus, and participate in daily life.

The sensory systems

We have multiple sensory systems that provide information to the brain, including:

• Vision

• Auditory (hearing)

• Tactile (touch)

• Gustatory (taste)

• Olfactory (smell)

• Proprioception (body position and movement)

• Vestibular (balance and movement)

• Interoception (internal body signals, such as hunger, thirst, and temperature)

Sensory integration occurs throughout life. It develops naturally during everyday childhood activities; however, for some people it develops differently or less efficiently, which can affect activities of daily living, academic achievement, behaviour, and social participation.

These challenges are often described as sensory processing differences (in some regions referred to as sensory processing disorder or SPD) and can also be seen in individuals with Attention Deficit Hyperactivity Disorder (ADHD).

Sensory processing difficulties can be described as:

“A decreased ability to process and integrate sensation [that results] in difficulty producing appropriate actions, which, in turn, may interfere with learning and behaviour.” (Bundy and Lane, 2020)

Where the theory comes from

Our understanding of sensory integration was developed in the late 1960s and 1970s by Dr A. Jean Ayres, an occupational therapist with advanced training in neuroscience and educational psychology, working in the USA. Ayres defined sensory integration as:

“The neurological process that organizes sensation from one’s own body and from the environment and makes it possible to use the body effectively with the environment.” (1972)

Sensory Integration Therapy is based on the theory she developed, now known as Ayres Sensory Integration® (ASI).

Sensory integration and sensory processing difficulties can occur when the brain has trouble detecting, interpreting, or regulating sensory information. This may happen if sensory signals feel too strong, too weak, or if the brain over-reacts or under-reacts to them. When the brain cannot organise sensory input efficiently, the person may show signs of sensory integration differences in their everyday functioning and behaviour.

Some individuals experience sensory input as overwhelming or distressing—for example, loud noises, busy environments, or unexpected touch may feel intrusive and can lead to sensory overload. People may be over-responsive, under-responsive, or show a mixed pattern depending on the situation and the sensory system involved.

It’s also normal for anyone to feel temporarily more sensitive or less responsive at times. For example, bright lights or music may feel “too much” when you have a headache, and tiredness can affect coordination, focus, and tolerance of sensory input. These short-lived changes usually resolve and do not significantly affect day-to-day functioning long term.

In contrast, sensory integration/sensory processing differences are typically persistent and can have a substantial impact on everyday life and learning. With professional advice—and, when appropriate, therapy—there is often a great deal that can be done to support participation, regulation, and daily functioning.

Some individuals have difficulties mainly within one sensory system (for example, visual processing). Others experience challenges with integrating information across multiple sensory systems, which can affect posture, movement, attention, emotional regulation, and participation in everyday activities.

It’s also important to note that sensory integration differences are not the same as sensory impairments such as hearing loss or visual impairment, although they can sometimes look similar. For example, a person with normal hearing may still find it hard to follow conversation if they have difficulty processing and interpreting auditory information, especially in noisy environments.

To see how this can affect everyday life, explore our “Day in the Life of…” case studies, which describe how individuals of different ages may experience sensory integration differences across home, school, work, and community settings.

The terms “sensory integration” and “sensory processing” both describe the neurological processes that enable us to receive sensory signals, interpret them, and produce an appropriate response.

The concept of sensory integration was first developed and described by Dr A. Jean Ayres in the 1970s. In 2006, Dr Lucy Miller published a model of “sensory processing disorder” (SPD) informed by Ayres Sensory Integration.

Which term is used often reflects a therapist’s training background, professional tradition, or regional practice.

No, sensory processing differences and autism frequently occur together, but they are not the same. Some autistic individuals will experience challenges arising from their sensory processing differences, and some won't. Not everyone with difficulties arising from their sensory processing differences is autistic. They have different diagnostic criteria. 

Dr A Jean Ayres, the founder of sensory integration theory and therapy: occupational therapist, educational psychologist, neuroscientist, lecturer, widely-published researcher, author and practitioner. 

As a mentor to hundreds of therapists all over the world, Ayres made life better, not just for the children she personally treated, but for thousands of others.⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀

Ayres was interested in explaining how difficulties with receiving and processing sensory information from one’s body and environment could relate to difficulties at school or using one’s body to engage in everyday life. 

Ayres developed a theory about what happens when sensory integration does not develop well, she developed a way of assessing these difficulties and a way of treating them. She carried out research to further develop and understand sensory integration and she treated many children with sensory integration difficulties. 

Since then a number of occupational therapists have continued her work. With new brain imaging techniques, much of what Ayres postulated has been supported.

Dr A Jean Ayres, 1972, photo credit: by family member (personal photo) GFDL, via Wikimedia Commons. ⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀

Ayres received numerous honors from the American Occupational Therapy Association (AOTA)--including the Eleanor Clarke Slagle Lectureship, the Award of Merit, and a charter membership in the AOTA Academy of Research—and was named in the Roster of Fellows. 

This challenging, compassionate, courageous woman dedicated her life to the promotion of science-driven intervention strategies that enabled a better quality of life for people with disabilities and their families. You can find out more about her life, career and legacy here.

Because sensory integration/sensory processing difficulties can occur alongside other diagnoses (including autism, ADHD, OCD, genetic syndromes and learning disabilities) and can also occur without any other diagnosis, it is difficult to give a single, precise prevalence figure.

Research does, however, suggest that sensory processing differences are relatively common in childhood and particularly common in some neurodevelopmental groups:

• A 2009 study reported that around 1 in 6 children had sensory processing issues that made it harder to learn and function in school.¹

• Other research has found that many autistic children show differences in sensory behaviours, with estimates often reported in the range of 65–90% depending on the study.²

• The same study reported that 32% of children with special educational needs (who were not autistic) showed definite differences in sensory behaviours.²

More recently, a 2020 paper found that sensory processing difficulties in autistic children, within a school context, were associated with aspects of executive and cognitive functioning, including inhibitory control, auditory sustained attention, and short-term verbal memory.³

*Ben-Sasson A, Carter AS, Briggs-Gowan MJ. Sensory over-responsivity in elementary school: prevalence and social-emotional correlates. J Abnorm Child Psychol. 2009 Jul;37(5):705-16. doi: 10.1007/s10802-008-9295-8. PMID: 19153827; PMCID: PMC5972374.

** Green D, Chandler S, Charman T, Simonoff E, Baird G. Brief Report: DSM-5 Sensory Behaviours in Children With and Without an Autism Spectrum Disorder. J Autism Dev Disord. 2016 Nov;46(11):3597-3606. doi: 10.1007/s10803-016-2881-7. PMID: 27475418.

*** Gemma Pastor-Cerezuela, Maria-Inmaculada Fernández-Andrés, Pilar Sanz-Cervera, Diana Marín-Suelves, The impact of sensory processing on executive and cognitive functions in children with autism spectrum disorder in the school context, Research in Developmental Disabilities, Volume 96, 2020, 103540, ISSN 0891-4222, https://doi.org/10.1016/j.ridd.2019.103540

There is growing evidence supporting the underpinning theory of sensory processing and integration and the effective use of sensory integration-based therapy:

Sensory Integration Recognised as Evidence-Based Practice by US Child Development Research Body

The US-based Frank Porter Graham Child Development Institute, who lead the National Clearinghouse on Autism Evidence and Practice, have published an updated systematic review of literature related to interventions for individuals with autism spectrum disorder (ASD). 

The 'Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder' report now recognises sensory integration therapy, specifically Ayres Sensory Integration, as evidence-based practice.

There are several research studies that provide evidence that clinic-based sensory interventions, in particular Ayres Sensory Integration Therapy, may help families achieve their individual goals for their child. 

Here is a selection of evidence relevant to different settings and looking at populations across the lifespan:

Babies, Children and Young People (Developmental Disorders, Trauma and General)

• Evaluating the Long-Term Effectiveness of an Intensive OT Sensory Integration (OT-SI) Program for Children With Challenges in Sensory Processing and Integration
• Sensory Integrative Based Occupational Therapy and Functional Outcomes in Young Children With Pervasive Developmental Disorders: A Single Subject Study
• Systematic Review of Sensory Processing in Preterm Children Reveals Abnormal Sensory Modulation, Somatosensory Processing and Sensory-Based Motor Processing
• Neonatal Pain, Thalamic Development and Sensory Processing Behaviour in Children Born Very Preterm
• Occupational Therapy Using an Ayres Sensory Integration® Approach for School-Age Children – A Randomized Controlled Trial
• Sensory Processing Assessment and Feedback in the Treatment of Complex Developmental Trauma

Autism

• An Intervention for Sensory Difficulties in Children with Autism: A Randomized Trial
• The Effects of Occupational Therapy With Sensory Integration Emphasis on Preschool Age Children With Autism
• Effectiveness of Sensory Integration Interventions in Children With Autism Spectrum Disorders: A Pilot Study
• Sensory Integration-Based Therapy in a Case of Autism Spectrum Disorder With Food Selectivity
• Case Report: ASI Intervention on a Child With Autism in Saudi Arabia
• Evidence-based guidance for those in health, social care or education commissioning services for children with Autistic Spectrum Disorder (ASD)This document presents two case studies.
• Occupational Therapy Using Ayres Sensory Integration®: A Randomized Controlled Trial in Brazil

Mental Health

• Sensory Processing Difficulties in Psychiatric Disorders: A Meta-Analysis
• Effectiveness of Sensory Modulation for People With Schizophrenia: A Multisite Quantitative Prospective Cohort Study
• Sensory Integration Based Program Developed According to the Model of Creative Ability in an Individual with Schizophrenia: An Occupational Therapy Case Report
• Extreme Sensory Processing Patterns Show a Complex Association With Depression, and Impulsivity, Alexithymia, and Hopelessness

Learning Disabilities

• Sensory Approaches for Adults With Severe or Profound and Multiple Learning Disabilities: A Systematic Literature Review

Older Adults

• Are Behavioral and Psychological Symptoms of Dementia Related to Sensory Processing?

Other:

• Use of Sensory Modulation Approaches to Improve Compression Garment Adherence in Adults After Burn: An e-Delphi Study

If you are a researcher, click here to find out about our research support services.

Sensory integration (SI) therapy should only be carried out by a qualified SI Practitioner—a professional who has completed additional, rigorous postgraduate training in sensory integration.

This training develops a detailed understanding of neuroscience and the evidence base underpinning sensory integration, alongside specialist skills in assessing and providing intervention for people with sensory integration differences.

SI therapy (or SI interventions) may include structured exposure to sensory input, movement-based activities, balance and postural challenges, and carefully designed, individualised physical activities. It can also include accommodations, such as adjustments to the environment or routine, to support participation in everyday life.

An SI Practitioner may work collaboratively with the client and, as appropriate, their family, carers, school, other allied health professionals, or employer to develop sensory supports tailored to that individual.

These sensory supports may include activities and accommodations that can be used within therapy sessions and also at home, in school, or at work, to help the person access the sensory input and supports they need.

You can search the SI Practitioners’ Register for therapists who have gained sensory integration qualifications through SIE’s UK-university-accredited MSc in SI pathway.

For many people, small adjustments to the environment—or changes to how they are able to move and participate at school or work—can make a significant difference to daily functioning.

We also offer a range of courses for professionals to build understanding of sensory integration difficulties and identify practical changes to environments and routines that can make work, play, and learning more accessible. This includes specialist training packages for schools through Sensory Inclusive Schools, and free resources for parents and carers via Sensory Help Now.

Traditionally, sensory integration training has been most closely associated with Occupational Therapists, Physiotherapists, and Speech and Language Therapists. More recently, it has been recognised that other professionals—such as Psychologists, Nurses, and Social Workers—may also have the core skills and values needed to integrate sensory integration (SI) theory into their work.

These are practitioners who already assess needs, plan support, and deliver interventions that consider the person within their environment. They draw on knowledge of human development, behaviour, and participation to support meaningful outcomes.

You can view our full eligibility criteria for qualifying as an SI Practitioner or SI Practitioner (Advanced) here.

A Sensory Integration (SI) Practitioner is a health or social care professional trained to assess and support people whose sensory processing and integration differences affect everyday life.

SI Practitioners use specialist assessment tools and evidence-informed intervention approaches to understand each person’s sensory processing profile and support meaningful goals. Their work aims to help individuals participate in daily activities, move, learn, and interact in ways that feel more comfortable and achievable.

At Sensory Integration Education (SIE), we define sensory integration as the brain’s automatic process of receiving, organising and interpreting information from our senses—vision, hearing, touch, taste, smell, proprioception, vestibular and interoception—so that we can respond appropriately to our body and environment. For some people, differences in how sensory input is processed can contribute to difficulties with coordination, concentration, regulation, and daily routines.

Because the titles “SI Practitioner” and “Sensory Integration Practitioner (Advanced)” are not legally protected, it is important for anyone seeking support to understand what these titles mean—and how to identify a practitioner with the depth of training and clinical experience that SIE endorses.

A Sensory Integration (SI) Practitioner assesses how a person’s sensory systems are functioning and provides individualised support to help them manage challenges linked to sensory processing and integration differences. They also help individuals (and the people around them) understand needs and advocate for appropriate accommodations.

Their work may include:

• Conducting detailed sensory assessments using standardised tools.

• Developing and delivering Ayres Sensory Integration® (ASI) therapy or sensory integration–informed interventions, tailored to the person’s goals and context.

• Supporting individuals with sensory processing differences associated with autism, learning disability, developmental coordination disorder (DCD), ADHD, attachment, or trauma.

• Advising families, schools, employers, or healthcare teams on strategies and environmental adjustments that promote participation, regulation, and wellbeing.

Sensory Integration (SI) Practitioners support children, young people and adults who experience sensory processing and integration differences, which may include:

• Over- or under-responsivity to sensory input (for example sound, touch, or movement)

• Difficulties with coordination, balance, and fine motor skills

• Challenges with attention, regulation, and participation in everyday activities

Through carefully planned sensory experiences and individualised adaptations to the environment, routines, or tasks, SI Practitioners help people develop more effective sensory processing. This can support improvements in learning, confidence, and participation across home, education, work, and community life.

This is a UK-based guide to accessing a sensory integration practitioner, including how to seek a referral or source a private practitioner, what to look for in a practitioner and what to expect during the initial consultation. 

Sensory Integration (SI) Practitioners are qualified health and social care professionals who have completed postgraduate education in sensory integration. They draw on their core professional training and additional specialist study to apply sensory integration theory, assessment, and intervention in practice.

Professions eligible to become SI Practitioners include: occupational therapists, physiotherapists, speech and language therapists, practitioner psychologists, art therapists, drama therapists, music therapists, nurses, and social workers. (Find out more about the SI postgraduate entry requirements here.)

Teachers and other professionals can also complete SI-informed training to strengthen understanding of sensory processing and improve support within their setting. However, the title SI Practitioner is reserved for the professions listed above who have undertaken formal postgraduate training in sensory integration.

SIE recognises SI Practitioners as professionals who have completed a university-accredited postgraduate programme in sensory integration—such as the pathway offered by Sensory Integration Education in partnership with Sheffield Hallam University.

This level of training helps ensure the practitioner:

• Has an in-depth understanding of sensory integration theory and relevant neuroscience

• Can use recognised assessment tools appropriately

• Is trained to deliver intervention in line with the Ayres Sensory Integration® Fidelity Measure

Because the title “SI Practitioner” is not legally protected, always check a practitioner’s qualifications, course provider, and accreditation status.

The SI Practitioners’ Register lists students who have gained sensory integration (SI) qualifications through SIE’s UK-university-accredited SI MSc Pathway.

SIE offers university-accredited postgraduate qualifications from Postgraduate Certificate to MSc level, delivered online with extensive support.

Our courses follow best practice, provide access to clinical supervision, and are recognised worldwide as a benchmark for sensory integration education.

Explore our Sensory Integration Postgraduate Pathway.

A Sensory Integration Practitioner (Advanced) typically holds a Postgraduate Diploma or MSc in Sensory Integration and demonstrates deeper theoretical knowledge, additional supervised clinical experience, and advanced application of sensory integration.

At SIE, this level of training signifies a practitioner who can:

• Integrate sensory integration practice within multi-disciplinary or specialist settings.
  
  
• Supervise and mentor others in sensory integration.
  
  
• Lead service development, research, or training initiatives.
  
  

It’s important to note that “SI Practitioner (Advanced)” is not a legally protected title. Only postgraduate diploma- or MSc-level qualifications from recognised universities should be considered credible indicators of advanced SI practice.

An SI Practitioner (Advanced) typically holds a Postgraduate Diploma or MSc in Sensory Integration and has additional supervised experience. They can handle more complex cases, supervise others, and lead service development or research.

Working with a qualified SI Practitioner ensures that assessment and intervention are safe, effective, and evidence-based.
Unaccredited or unassessed training may not provide the theoretical depth, supervised practice, or clinical competencies required for sensory integration therapy.

By choosing a practitioner trained through a recognised pathway, you’re ensuring the highest standards of professional care.

No. The title “SI Practitioner” is not legally protected, so anyone can use it. 

However, a qualified SI Practitioner has completed a university-accredited postgraduate qualification in sensory integration, with supervised clinical experience.

A Sensory Inclusion Facilitator is a professional or staff member trained to make spaces and activities more accessible for people with diverse sensory processing preferences.

While not a clinical role, Sensory Inclusion Facilitators use their knowledge of sensory processing to adapt environments, routines, tasks and communication to promote inclusion and comfort for everyone.

Staff working in or with schools can qualify as a Sensory Inclusion Facilitator for Education.

Many schools, community services, and workplaces now employ Sensory Inclusion Facilitators to help embed sensory-friendly or sensory-inclusive practices. You can search the Sensory Inclusion Facilitator Register here.

If your organisation is interested in developing this role, explore our Sensory Inclusion Facilitator Certificate course or, for the education sector, the Sensory Inclusion Facilitator for Education course from Sensory Inclusive Schools.