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Key points

We have eight sensory systems:

Sight, Hearing, Smell, Taste, Touch,

Vestibular — balance and movement,

Proprioception — awareness of body position and movement,

Interoception — awareness of internal signals such as hunger, thirst, temperature and emotions.

Sensory processing differences occur when a person’s brain responds to sensory input differently. Too much or too little input can affect alertness, comfort and self-regulation. For example, sounds may seem louder, lights brighter or textures more uncomfortable.

Many students with ADHD or autism experience sensory differences, which can make everyday environments feel distracting or overwhelming.

What this might look like:

Reacting strongly to noise—covering ears, flinching or shutting down

Avoiding noisy or crowded environments, such as the canteen, hall or group activities

Seeking movement—fidgeting, rocking or frequently leaving the seat

Seeking sensory input—touching objects, tapping or humming

Experiencing headaches, fatigue, discomfort or restlessness

Real-life Example: In Netflix documentary, Room to Move [2026], dancer Jenn Freeman uses repetitive movement to support self-regulation. Her movements may provide both vestibular and proprioceptive input, illustrating how movement can help some people manage their sensory needs.

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The video demonstrates how a crowded room may sound to a person with autism. While others may naturally filter out background noise, an autistic person may hear conversations, music and other sounds at similar intensities, making it difficult to focus on one speaker.

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What Does Overstimulation Sound Like To Someone With Autism? (PLEASE WATCH THIS WITH HEADPHONES ON)

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✔ Collaboration Ask the student directly how they learn best.

✔ Offer movement options Allow standing, stretching, fidgets, or short movement breaks.

✔ Use visual anchors (agenda, steps, timers) Supports working memory and reduces repeated instructions.

✔ Scaffolding and Organisation As they struggle with executive function, break complex tasks into smaller work chunks with shorter deadlines.

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Understanding and Supporting Your Student With ADHD

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What this might look like:

Calling out or blurting answers

Not staying focused or “zoning out”

Leaving seat frequently

Rushing through work or not finishing

Why this happens: Students with attention and regulation needs are not “not trying hard enough”.

Their brains process time, focus, and impulses differently, and they often feel overwhelmed by noise, instructions, and expectations.

If you’ve ever had moments where you feel distracted, imagine that for these students, the distractions don’t switch off — they are constant, ongoing, and exhausting.

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8-year-old boy voices MRT announcement on SMRT-operated lines to mark autism awareness month

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8-year-old boy voices MRT announcement on SMRT-operated lines to mark autism awareness month

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“They can work, lead, communicate and contribute meaningfully to the community, just like anyone else.”

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Boy with autism voices SMRT announcement

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An 8-year-old boy with autism voices SMRT train announcements to mark Autism Awareness Month and promote inclusive journeys. Read more at straitstimes.com. Read more at straitstimes.com.

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Understand that there are need(s) beneath the behaviour helps us respond better.

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Understand that there are need(s) beneath the behaviour helps us respond better.

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Image generated from AI. An example of Antecedent-Behaviour-Consequence.

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2025 MOE EP Training - ABC: Understanding What Happened Before, During, and After a Behaviour

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2025 MOE EP Training - ABC: Understanding What Happened Before, During, and After a Behaviour

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Repeated reactions like this often point to cognitive stress. ABC helps us see the function of behaviour (avoiding the task) and the missing skill (asking for help).

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Kids Do Well If They Can — A Mindset for Understanding Students

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Kids Do Well If They Can — A Mindset for Understanding Students

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Calling out in class

Refusal to start work

Not staying focused / easily distracted

Difficulty working in groups

Displaying big emotions (crying, shouting, slamming objects)

Withdrawing or shutting down

Avoiding reading or writing tasks

Struggling to follow instructions

Overreacting to noise or sensory input

Rushing through work / careless mistakes

Interrupting or talking over others

Leaving seat frequently

Arguing or talking back

Perfectionism / fear of making mistakes

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“I Can't Read, So I Must Be Useless”: Life With Dyslexia In Singapore | I’m Not Stupid, I’m Dyslexic. Recommended segment: 6:54 to 12:54.

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What this might look like:

Avoiding reading/writing

Struggling to follow instructions

Shutting down during language‑heavy tasks

Why this happens: Students may be overwhelmed by decoding, vocabulary, or processing demands. Many mask their difficulties until the task becomes too hard.

Video: If you are keen to learn more, do watch the whole 45-minute video which shows how decoding and processing difficulties affect confidence, behaviour, and engagement.

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“I Can't Read, So I Must Be Useless”: Life With Dyslexia In Singapore | I’m Not Stupid, I’m Dyslexic

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What this might look like:

Difficulty working in groups

Appearing “rude”, “blunt”, or “disengaged”

Interrupting or talking over others

Misreading tone, facial expressions, or social cues

Withdrawing or avoiding social situations

Why this happens:

“Quiet” or “well‑behaved” students on the spectrum may still be struggling internally

Social rules that seem obvious to neurotypical peers may be confusing

Masking (constantly trying to fit in) is exhausting — and often leads to shutdowns or emotional overload

Students may not know how to express discomfort, confusion, or sensory overwhelm

What looks like “attitude” may actually be anxiety, confusion, or social fatigue

Source:

(1) “The Invisible Struggle of People with High‑Functioning Autism” — CNA Insider.

https://www.channelnewsasia.com/cnainsider/invisible-struggle-people-high-functioning-autism-workplace-hire-1965121

(2) “A High‑Functioning Autistic Man’s Quest to ‘Be Human’” — CNA Insider. https://www.channelnewsasia.com/cnainsider/high-functioning-autistic-man-quest-be-human-lifelong-disability-1965116

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What this might look like:

Sudden outbursts (crying, shouting, walking out)

“Overreacting” to small setbacks

Shutting down or going silent

Avoiding tasks that feel difficult or risky

Appearing anxious, withdrawn, or easily frustrated

Why this happens: Students may be carrying stress, anxiety, or fear of failure, and their nervous system becomes overwhelmed more quickly than others.

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✔ Use visuals to support instructions Diagrams, examples, and models help comprehension.

✔ Allow alternative ways to show understanding Oral responses, graphic organisers, or sentence starters.

✔ Pre‑teach key vocabulary Reduces cognitive load during reading.

✔ Chunk reading tasks Shorter segments build confidence.

✔ Give processing time Students may need more time to decode and understand.

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How the public perceives and reacts to "disruptive" behaviours

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How the public perceives and reacts to "disruptive" behaviours

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Invisible Struggle For persons with SEN or mental health issues, a public meltdown could be a reaction to overwhelming triggers. Negative public reactions often stem from fear and a lack of understanding rather than malice. Although there is progress in awareness of SEN and mental heath issues, people need to know specific ways to respond to individuals in crisis:

Give Space: If there is no immediate danger, giving space is the kindest response as it lowers the person's stress levels

Get Help: Instead of intervening physically, alert staff like transport or security personnel who are trained to activate emergency systems

Stay Calm and Empathetic: If it is safe to do so, use a gentle tone and offer simple empathy, e.g., asking "Are you okay?"

Safety First: Recognise your limits and the safety of others, especially if the situation involves violence

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Commentary: Why we freeze – and film – when we see disruptive behaviour in public

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Disruptive behaviour in public is often a sign that someone needs help. How we respond to that reflects the kind of society we are, says psychiatrist Dr Jared Ng.

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This playlist covers five evidence-based positive behaviour strategies:

when-then sentences

respectful redirection

pre-correcting and prompting

nonverbal signals

brain breaks

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Positive Behavior Strategies for the Classroom

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Managing classroom behavior is one of the hardest parts of teaching — especially when you’re supporting students with ADHD, dyslexia, and other learning and…

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https://intranet.moe.gov.sg/Send/Pages/SEN_Resource_Portal.aspx

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SEN:se Online PL is a series of practice-oriented modules on supporting students with SEN.

https://www.opal2.moe.edu.sg/csl/content/perma?id=387922

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✔ Stay calm and use a steady tone Helps students co‑regulate and feel safe.

✔ Validate feelings before correcting behaviour “I can see this is hard for you” reduces escalation.

✔ Explicit teaching of self-regulation strategies For example, deep breathing

✔ Provide a safe break option Teach students to ask for help.

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Administration for Children and Families (ACF)

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Co-Regulation in Action Video Series: Breath to Focus

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How Dyslexia Works: It is a learning difference where the brain processes words differently. People with dyslexia often have to rely on the "big picture" or context clues because they cannot quickly turn letters into sounds.

The Hidden Struggle: These students often work "several times harder" than others to get the same results. They are not lazy; their brains just use more energy to manage memory and sounds.

The Impact of Words: Negative labels like "unintelligent" or "messy" can cause lasting pain. On the other hand, a small act of empathy from a friend or teacher can make a hard situation much better.

Why Projects are Better than Exams: Traditional exams that require rote memorisation can be "crushing". Open-ended project work is "liberating" because it allows students to use their natural ability to solve complex puzzles and find connections.

The "Unfair Advantage": Because they struggle with traditional learning, people with dyslexia often become very good at making inferences and working with incomplete information. These are high-level skills that are very valuable in the real world.

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Unfair Advantage of Having DYSLEXIA Straits Times 20241028