For two weeks, systematically observe and record your child's sensory responses across environments. Note reactions to light, sound, touch, smell, taste, movement, and proprioceptive input. Record what triggers discomfort (overhead fluorescent lights, hand dryers, clothing tags), what provides comfort (weighted blanket, noise-cancelling headphones), and how sensory overload manifests (covering ears, fleeing, aggression, shutdown).
Request a formal sensory processing assessment from an occupational therapist (OT) experienced in autism. The OT will use standardized tools such as the Sensory Profile or Sensory Processing Measure. The resulting report will provide specific, evidence-based recommendations that schools are more likely to implement. Ask the OT to include school-specific recommendations.
Compile findings into a one-page sensory profile summary for school staff. List specific sensitivities (hypersensitive/hyposensitive by sense), known triggers, observable signs of dysregulation, effective calming strategies, and environmental modifications needed. This document should be practical and easy for teachers and support staff to reference quickly.
Bring your sensory documentation to an IEP meeting and request specific accommodations. Examples include: preferential seating away from windows and doors, permission to wear noise-cancelling headphones, scheduled sensory breaks, a designated quiet space, modified gym participation, advance warning of fire drills, and alternative assessment environments. Each accommodation should reference the underlying sensory need.
For students with significant sensory needs, create a safety plan that specifies what to do when the student becomes overwhelmed. Include early warning signs, de-escalation strategies, safe spaces within the school, staff responsibilities, and when to contact parents. This plan should be shared with all staff who interact with your child, including supply teachers.
Ontario Ministry of Education
Special Education in Ontario: Policy and Resource Guide — environmental accommodations
College of Occupational Therapists of Ontario
Standards for sensory processing assessment and intervention (coto.org)
Commitment to Accuracy: Our data is verified against official government reports (FAO, MCCSS), peer-reviewed scientific literature, and accessible public records. Last updated: March 24, 2026.
Verified Facts
Early Start Denver Model (ESDM) delivered to children aged 18–30 months produced significant gains in IQ, adaptive behaviour, and autism severity — some children no longer met diagnostic criteria at follow-up
Cochrane systematic review finds evidence that early intensive behavioural intervention (EIBI) may produce positive effects on adaptive behaviour and communication for young children with ASD (low certainty of evidence)
WHO recommends accessible, community-based early interventions for children with autism — timely evidence-based psychosocial interventions improve communication and social engagement
Under the Ontario Education Act, every student with special needs is entitled to an Individual Education Plan (IEP) and access to an Identification, Placement and Review Committee (IPRC)
88,175, children are registered in the Ontario Autism Program