Recommendations and Resources

Recommendations to Foster Sensory Accessibility

The following recommendations can be applied to any workplace, learning environment or other public spaces, but can also be applied to family settings.  Best practices for schools, workplaces, training, parenting, healthcare settings and more should all be informed by the following considerations and big ideas related to removing Sensory Barriers. 

🪶Understand Sensory Overload 

Sensory overload occurs when an individual is overwhelmed by sensory input, such as bright lights, loud noises, strong smells, or multiple simultaneous stimuli. It can lead to feelings of anxiety, stress, and a need to escape or shut down (Crane et al., 2009).

🪶Learn from Autistics and otherwise Neurodivergent Humans

By learning from those who experience sensory sensitivities and other sensory differences, learning and working environments can become more accessible for everyone. In Sofia's words, "in reading these accounts of experiences, I hope non-Autistic carers/ educators/employers gain an insight into our world and reconsider sensory environments."

🪶Normalize the Diversity of Sensory Truths

DRASTIC contributor reflections and Sensory Truths illustrate how much sensory experiences can differ. In safe and accessible workplaces and learning environments, people should not be stigmatized or negatively impacted for these differences. Callum enjoys rough textures, swaying motions, and activities that stimulate his senses, such as running his hands along walls and engaging in parkour and these tactile and rhythmic actions provide comfort and satisfaction, especially in environments where he feels safe. However, when he experienced sensory overload, he was misunderstood and labeled as "lazy," which impacted his productivity and emotional responses. Now working where he feels safe, valued and empowered, he has even shared his autistic perspective on the company's website and feels his sensory needs are much better understood. A very positive work environment can result for those with sensory differences when employers are understanding, supportive and compassionate.

🪶Make Space for Sensory Joy

As contributor Sofia shared, "As an autistic person, joyful sensory stimuli aren’t just good for my mental health, they improve it from a negative state. Like watching symmetrical lights after a day of overwhelm automatically brings on a smile and speech. In our work and learning environments, we can make changes to allow for these positive stimuli to be more readily available and the triggers taken away- like the school bell".

🪶Understand Autistic Masking and Burnout

Autistic masking refers to the conscious or unconscious suppression of autistic traits to conform to societal expectations. This can involve mimicking neurotypical behaviors, hiding stimming, and altering communication styles to avoid judgment or rejection. Kieran Rose, an Autistic advocate and researcher, has extensively discussed the emotional and psychological toll of masking, describing it as a survival strategy that often leads to significant mental health challenges. Kieran (The Autistic Advocate) and Dr. Amy Pearson recently published a fabulous book(Pearson & Rose, 2024) on their work related to this, and Kieran offers some of the best training available, but you can find his great overview video in the Sensory Truths section of this website.

Imagine if all educators understood Autistic Ways of Being and the Impact of Autistic Masking how much more accessible (and safe) our schools would be for every single Autistic? Because our systems within Education and beyond are based on colonial and industrialized Neuro-normative standards which pathologize Autistic Ways of Being, Autistic students, Autistic educators (and other community members who are Autistic) expend inordinate amounts of energy engaged in a perpetual cycle of Autistic Masking in order to fit in and survive. Instead of being free to access systems authentically, (by stimming freely, having sensory safe spaces and monotropic joy-embedded learning where our preferred modes of communication are honoured and our educators are taught about Autistics BY Autistics), we (Autistics) must constantly navigate our systems in ways which drain our reserves well before we can actually show our capability and success.

Every time we go to school or work, we FIRST have to translate the Non-Autistic-minded, sensory insensitive world, SECOND put aside our needs for safety, comfort and reliable forms of communication (since these are still less valued as acceptable defaults) and

THIRD use whatever we have left of ourselves to "show what know" while engaged in the perpetual cycle of Autistic Masking (all to make sure Non-Autistics' needs are met and we don't get further stigmatized, bullied and worse.)

Autistic Masking is a conscious AND often unconscious trauma response to existing within systems which are not based on our authentic ways of receiving, processing or communicating information and it is endless and exhausting. As a result, Autistics in our schools are at significant risk of burnout, depression, self-harm, eating disorders, abuse, and suicide. Educators and Educational leaders (as well as all clinicians) MUST learn about Autistic Masking and Autistic Ways of Being FROM autistic and foster true Autistic Acceptance in our schools and communities.

🪶Design Sensory-Friendly Workplaces

Several strategies, many of which are simple to implement can make a significant difference: providing quiet spaces, reducing sensory triggers like bright lights and loud noises, and offering flexible work arrangements are common recommendations, but employers must always consider individual sensory needs, practice clear communication about sensory preferences and ensure that accommodations are respected by everyone.  In an article on Designing Sensory-Friendly Workplaces for Autistic Adults, the author suggests making noise-cancelling headphones available, providing soft lighting, and textured surfaces to make the workspace more comfortable and stresses that many simple changes improve the well-being and productivity of Autistic employees but also contribute to a more inclusive work environment, higher retention and employee satisfaction(Elder, 2023).

🪶Understand Rejection Sensitive Dysphoria (RSD)

RSD is characterized by extreme emotional sensitivity and pain triggered by the perception of rejection or criticism. This concept, though not officially recognized as a diagnostic term, is frequently used to describe intense emotional reactions, often leading to feelings of inadequacy, shame, and anxiety (Bramham et al., 2009).  According to Dodson (2024), RSD  is "one of the most common and disruptive manifestations of emotional dysregulation — a common but under-researched and oft-misunderstood symptom of ADHD, particularly in adults."  He further suggests that RSD is likely innate to ADHD and can be very painful and even traumatic. (Dodson, 2024) 

🪶Understand the connnections between Sensory Overload, Autistic Masking and Rejection Sensitivity Dysphoria (RSD)

RSD, autistic masking, and sensory overload are interconnected in a way that each can exacerbate the others. The fear of rejection inherent in RSD can drive masking behaviors, which in turn increase the likelihood of sensory overload due to the intense effort involved. Sensory overload can then amplify the emotional responses associated with RSD, creating a challenging feedback loop for those affected. Understanding these connections highlights the importance of creating supportive environments where autistic individuals can be themselves without fear of rejection, reducing the need for masking and helping to manage sensory input.

1. • Fear of Rejection: Many autistic individuals engage in masking to avoid rejection and negative judgments from others, often motivated by the intense fear of rejection associated with RSD. Pearson and Rose (2023) have discussed how masking is often a response to a hostile social environment where rejection is a constant threat.

   • Emotional Impact: The constant effort to mask can exacerbate feelings of rejection when individuals perceive that their efforts are not successful, leading to the painful emotional experiences associated with RSD (Mandy, 2019). The cycle of masking and fear of rejection can create significant emotional distress.

   • Heightened Emotional Responses: Individuals with RSD may already be in a heightened emotional state due to fear of rejection. When sensory overload occurs, it can amplify these emotions, leading to overwhelming anxiety, panic, or a meltdown. Robertson & Simmons (2015) have explored how emotional regulation difficulties in autism, including those related to RSD, can intersect with sensory sensitivities.

   • Avoidance of Triggers: To prevent the emotional pain associated with RSD, individuals may avoid situations that could lead to rejection or criticism. However, avoiding these situations may also mean avoiding environments where sensory overload is likely, creating a complex balance between emotional and sensory self-regulation (Rogers et al., 2016).

   • Cognitive and Sensory Strain: Masking requires significant cognitive and emotional effort, which can increase an individual's susceptibility to sensory overload. The strain of constantly monitoring and adjusting behavior, combined with processing sensory information, can overwhelm the nervous system. Kieran Rose (2022) and Laura Hull (2020) have discussed how the effort of masking can lead to burnout, a state often linked with sensory overload.

   • Delayed Responses: Individuals who mask may suppress their responses to sensory input to avoid standing out, which can lead to delayed sensory overload. Once they are in a safe space, the built-up sensory stress may culminate in an intense reaction (Hull et al., 2020).

How Do We Fix Things?

To address the barrier, we address the root cause.

Since there is a lack of understanding by those who experience the world through a sensory experience that is most common or ‘neurotypical’ (unlike Autistics and otherwise Neurodivergent folx), learning from Autistics is essential.  Since learning and working spaces are not safe for us to be open yet, by creating and sharing this digital repository of Autistic lived experiences, we have the power to broaden the schema of anyone who accesses this resource to learn about sensory differences. 

I hope these contributions afford an invitation to glean insights into our world, which may often be mysterious to those around us. With our Autistic perspectives in mind, it is hoped that our voices can be amplified and leveraged in meaningful ways to make things more accessible for everyone. 

How we experience things is different. The impact, cost and ripple effect of being in spaces which are not built for our sensory experiences can be mitigated. When those seeking to be allies take action with us, we will all have safer, more equitable and accessible working and learning environments.

Additional Resources

Always Bring Your Sunglasses by Becca Lory Hector 

Building a Family Sensory Toolkit

Camouflaging Autistic Traits Questionnaire (CAT-Q) 

Double empathy problem (an introduction)

Eight Sensory Systems Worksheet (Shafai, Peña, & Dodman, n.d.) 

Lyric Rivera (Neurodivergent Rebel)'s Sensory related videos 

Neuroclastic's Brain Story  (explanatory video)

Neuroclastic Brain Story Resource (Vance, 2021)

Neuroclastic Sensory articles by Autistics 

My Brain is Autistic, a FREE picture book from Neuroclastic 

‘People should be allowed to do what they like’: Autistic adults’ views and experiences of stimming 

(Relationship between Sensory Processing and Quality of Life: A Systematic Review)

Rejection Sensitive Dysphoria and Its Painful Impact

Sensory Friendly Solutions Self-Assessment Quiz

Sensory Processing (STAR INSTITUTE)

Sensory Processing Differences Toolkit (AIDE CANADA)

Connections Between Sensory Sensitivities in Autism; the Importance of Sensory Friendly Environments for Accessibility and Increased Quality of Life for the Neurodivergent Autistic Minority 

Walk In My Shoes

We could have up to 33 senses according to neuroscience

A working taxonomy for describing the sensory differences of autism