Teacher Training on Sensory Neuroscience: Impacts on Inclusive Pedagogical Strategies for Autistic Children

Evilyn Salles Lemes; Fernanda Fazilari Lelis

DOI: 10.22167/2675-6528-202602875

Article derived from a Course Conclusion Work (TCC), with content based on the student’s original work and adapted to the editorial format of the E&S Magazine with the support of the ResumeAI tool, an artificial intelligence solution developed by Instituto Pecege for textual synthesis and organization.

Summary

The inclusion of students with Autism Spectrum Disorder (ASD) in the Brazilian educational system is a topic of growing relevance, given the prevalence of sensory processing dysfunctions that affect most of these children. The knowledge of teachers in sensory neuroscience and its relationship with teaching confidence and the practice of inclusive pedagogical strategies in teaching children with ASD was investigated. An exploratory-descriptive study, with a mixed method, was carried out through structured and semi-structured questionnaires applied via Google Forms to teachers of Early Childhood Education and Elementary School I who were working or had worked with autistic children. The results indicated that teachers with less time in practice, both in teaching and in working with autistic children, showed lower levels of confidence. Knowledge in sensory neuroscience directly influenced the adoption of inclusive pedagogical strategies. The majority of participants demonstrated an intermediate or low level of knowledge about sensory integration, and those who received guidance from occupational therapists proposed more effective strategies. It was concluded that knowledge in sensory neuroscience impacts pedagogical practice, highlighting the need for specialized training and support for teachers.

Keywords: School Inclusion; Neuroeducation; Occupational Therapy; Autism Spectrum Disorder.

1. Introduction

The inclusion of students with Autism Spectrum Disorder (ASD) in the Brazilian educational system is a topic of growing relevance and great concern. The World Health Organization (WHO, 2022) characterizes autism as a neurodevelopmental disorder that presents persistent deficits in communication and social interaction, in addition to restrictive and repetitive patterns of behavior. Among these patterns, differences in sensory perception and integration may arise from early childhood, impacting daily life and, more precisely, in environments where the child spends most of their time, such as school.

Epidemiological data indicate a high prevalence of ASD among school-aged children. The Center for Disease Control and Prevention (CDC, 2025) estimates that one in thirty-one eight-year-old children have the diagnosis. In Brazil, the Brazilian Institute of Geography and Statistics (IBGE, 2023) points out that about 2.4 million Brazilians have the diagnosis, with it being more prevalent in the five to nine-year-old age group.

Studies indicate that the vast majority of children with Autism Spectrum Disorder present with sensory processing dysfunctions. Leekam et al. (2007) observed that over ninety percent of children with autism in their study presented with atypical sensory processing. Systematic reviews confirm this prevalence, indicating that between 69% and 100% of children with ASD present with consistent sensory alterations, which leads to impacts on their participation in daily life activities (Tomchek & Koenig, 2016; Andrade, 2018). Furthermore, Dellapiazza et al. (2018) highlight sensory seeking or avoidance patterns in up to 97% of children, a behavior that interferes with their routine and learning. Such alterations are even recognized by the DSM-5 (2013), which includes unusual sensory responses as a diagnostic criterion for ASD.

Sensory integration refers to an unconscious brain process, responsible for organizing the inputs received from the environment by the sensory organs, such as touch, vestibular system, proprioception, vision, smell, taste, and hearing (Serrano, 2018). This process allows the brain to select relevant information and generate adequate adaptive responses by the individual, even in an environment with many stimuli. However, a child with difficulties in this mechanism presents disorganization of their adaptive responses and, consequently, may have difficulties in school learning, as the brain cannot efficiently organize external stimuli and thus does not reach the adequate level of attention and concentration. Furthermore, behavioral dysregulation or agitation may be frequent and difficult to manage by professionals who do not have specific training in the area. Such sensory alterations can compromise fine and gross motor skills, object manipulation, social participation, functional autonomy, and adaptive behaviors, impairing the performance and execution of school activities (Piller; Pfeiffer, 2016; Purpura et al., 2022).

With the increase in the number of diagnosed children, the implementation of inclusive public policies in the educational system, and the consequent increase in school demand, the challenges for adapting pedagogical practices to meet the specific needs of this public become even more evident. Teacher training to work in a neurodiverse context, within the classroom, especially regarding the inclusion of students with ASD, is extremely important for the success of school inclusion policies. Educators play a central role in creating environments that adopt strategies that recognize and value individual needs, with continuous assessment and interdisciplinary collaboration, promoting an inclusive space for meaningful learning (Florian; Black-Hawkins, 2011), making it necessary to understand the specificities of the development and learning of these students.

The sensory integration approach, based on the principles of sensory neuroscience, stands out as an essential area, as it helps in understanding difficulties related to sensory processing that directly impact daily activities and school participation. In Brazil, basic knowledge about this approach, carried out by occupational therapists, becomes necessary. However, many basic education teachers may not receive adequate training in this field or may not know what it means, which can limit the adoption of effective inclusive pedagogical strategies.

Thus, investigating how sensory integration can contribute to the adoption of inclusive pedagogical strategies suitable for children with ASD in teaching practice is relevant, as it can improve teacher training and, consequently, the quality of school inclusion for autistic children. This study, therefore, aims to investigate the level of knowledge of preschool and elementary school teachers who work with children with ASD about sensory neuroscience, as well as to investigate the influence of this knowledge on teaching confidence and the use of inclusive pedagogical strategies in the school context.

2. Material and Methods

This research was characterized as exploratory-descriptive, adopting a mixed-methods approach for data analysis, according to the guidelines of Creswell et al. (2011). The study was conducted through a field survey, seeking to investigate teachers’ knowledge about sensory neuroscience and its relationship with teaching confidence and the practice of inclusive pedagogical strategies in teaching children with Autism Spectrum Disorder.

The ethical procedures were rigorously followed, with the research submitted and approved by the Research Ethics Committee (CEP), in accordance with Resolution No. 466 of December 12, 2012, of the National Health Council (2012). The approval protocol was 93783225.7.0000.9927. The confidentiality of information and the anonymity of participants were guaranteed, who expressed their digital agreement through the Consent Agreement (TCLE) before starting data collection.

The unit of analysis was composed of teachers from Early Childhood Education and Elementary School I. Participants were selected based on specific inclusion criteria: being in practice at the time of the research, having experience with at least one child with ASD, and working in schools that promote or seek to promote inclusive education. Teachers who, for any reason, were unable to answer the online questionnaire were excluded.

Data collection occurred between January and February 2026. Invitations for participation were disseminated via WhatsApp, in groups that brought together professionals from various areas of health and education. A structured and semi-structured questionnaire was used, applied through the Google Forms platform, divided into three distinct blocks to organize the information.

The first block of the questionnaire was dedicated to collecting sociodemographic and professional data from the participants. It recorded information such as age, years of experience as a teacher, academic background (undergraduate, postgraduate, training courses, or specializations), and experience with students with ASD. Additionally, the study aimed to measure teachers’ confidence levels in working with autistic children, using a Likert scale from 1 (not very confident) to 5 (very confident).

In the second block, the objective was to identify the basic level of knowledge of the teachers regarding the sensory integration approach. The questions aimed to verify if the participant knew which professional works with this approach, if they had already heard of it, and if they could identify situations in the school context that might indicate difficulties in sensory processing. At the end of this block, the participant self-assessed their knowledge of sensory neuroscience on a Likert scale from 1 (no knowledge) to 5 (advanced knowledge).

The third and final block of the questionnaire explored the pedagogical strategies used by teachers in the classroom with students with ASD. Furthermore, it sought to understand the professionals’ perception of the impact of sensory neuroscience knowledge on their pedagogical practice. This block allowed for the collection of qualitative data on the approaches and resources employed by the educators.

For the analysis of quantitative data, the collected information was organized into a database in Excel software and subsequently exported to the JASP program (version 0.95.4). Descriptive and inferential statistical analysis was performed for the characterization of the sample. For continuous quantitative variables, mean, standard deviation, and minimum and maximum values were calculated. For categorical variables, absolute (n) and relative (%) frequency data were presented.

Exploratory analysis of the association between the professor’s confidence level, knowledge about sensory integration, and professional variables was performed through cross-tabulation analyses. When pertinent, Spearman correlation (p) was applied, considering the ordinal nature of the data and the exploratory-descriptive character of the study. Correlations were classified as weak (values <0.4), moderate (values ≥0.4 to <0.5), and strong (values ≥0.5), according to Hulley et al. (2003).

The qualitative data were submitted to content analysis, following the phases proposed by Minayo (2001). The first phase, exploratory, involved organizing information about the object of study and delimiting the problem. The second phase consisted of data collection, and the third, of analysis and interpretation, culminating in the formulation of two main categories: “Knowledge About Sensory Integration” and “Inclusive Pedagogical Strategies”. For the organization and standardization of bibliographic references, the artificial intelligence tool ChatGPT (model GPT-40, OpenAI) was used, with access in February 2026, following the scientific integrity guidelines of CNPQ (Ordinance CNPQ n°2.664/2026).

3. Results and Discussion

The final sample of this research consisted of 26 participants, with an average age of 42.6 years, ranging between 24 and 67 years. This age and professional experience composition allowed for a comprehensive analysis of teachers’ perceptions and knowledge. The exclusion of one participant from the initial sample was due to the absence of a complete response in the questionnaire, ensuring the integrity of the analyzed data. The results obtained provide a basis for understanding the relationship between knowledge in sensory neuroscience, teacher confidence, and the application of inclusive pedagogical strategies in the context of Autism Spectrum Disorder.

Knowledge and confidence of education professionals

Regarding professional experience, the majority of participants (61.5%, n=16) had more than six years of experience, indicating a group with a consolidated career. Another 23.1% (n=6) had between one and three years of experience, and 15.4% (n=4) between three and six years, reflecting different career stages. As for academic background, 61.5% (n=16) had a specialization, 30.8% (n=8) a bachelor’s degree, and 3.8% (n=1) a master’s and doctorate, respectively. Experience with autistic children showed that 37% (n=10) had been working for one to three years, 33.3% (n=9) for four to six years, and 29.6% (n=8) for more than six years.

The analysis of the relationship between the confidence level and the time of practice with autistic children revealed that professionals with less experience (between one and three years) presented predominantly low or moderate confidence levels. Of the 13 participants in this group, four reported low confidence and six moderate, while only three indicated high confidence. In contrast, of the five professionals with more than six years of practice, two demonstrated low confidence, two moderate, and two high, suggesting a tendency for confidence to increase with accumulated experience.

Similarly, when considering the general professional experience time, it was observed that teachers with less than three years of experience (n=9) were distributed in lower confidence levels, with four presenting low confidence and four moderate, and only one high. On the other hand, among the 11 professionals with more than six years of experience, five reported moderate confidence and five high, and only one low. These findings corroborate studies that associate professional experience time and experience with autistic children with confidence and perception of professional competence, as observed by Petersson-Bloom and Hansson (2025).

The practical experience accumulated throughout the career, along with the daily experiences and demands explored, tends to promote greater confidence in conducting pedagogical interventions. However, initial insecurity can be a reflection of gaps in training, especially the lack of practical-theoretical experiences with the neurodivergent public. Although specialization was common among participants, with 61.5% (n=16) holding this title, only seven of them demonstrated high confidence, indicating that training alone does not guarantee a high level of confidence in practice.

Professionals with specialization, master’s, and doctoral degrees predominantly exhibited moderate to high confidence scores, while those with lower educational levels concentrated on lower and intermediate levels. The literature, as pointed out by Zhang et al. (2026), reinforces that knowledge influences professional confidence in managing concerns and referrals. Continuous contact with autistic children also favors self-confidence and security in teaching practice. However, the self-assessment nature of the study may have generated an overestimation or underestimation of confidence, depending on the professional’s experience.

The Spearman correlation test, however, did not identify statistically relevant associations between the professor’s confidence level and the time of practice with autistic children (p= -0.05), the academic training level (p= -0.12), or professional experience (p= -0.17). These results indicate weak correlations between the analyzed variables, suggesting that the relationship between confidence and experience is more complex than a direct linear correlation, and that other factors may influence the perception of competence, reinforcing the exploratory nature of this study.

Regarding knowledge about sensory integration, 53.8% (n=14) of participants reported knowing the approach, while 46.2% (n=12) stated they had no knowledge of the subject. Despite being a widely recognized approach by occupational therapists and other professionals working with children on the autism spectrum, a significant portion of teachers demonstrated a lack of knowledge or guidance on it. Many could not identify the professional responsible for working with sensory integration, and a considerable part had never received guidance from an occupational therapist.

Spearman’s correlation between the professor’s confidence level and knowledge about sensory integration identified a weak positive correlation (p=0.33), without relevant statistical significance (p = 0.1). This suggests that, although there is a tendency for greater knowledge to be associated with greater confidence, this relationship is not robust enough to be considered statistically significant in this context. The literature highlights that teachers working with autistic children face difficulties in implementing strategies and require continuous technical support, with the occupational therapist being a key professional to assist in adapting materials and the school environment (Grandisson et al., 2019; Rajotte et al., 2022).

The research also investigated teachers’ ability to identify signs of sensory difficulties in school situations, through five specific questions. The majority of participants demonstrated the ability to identify possible behaviors indicative of sensory processing difficulties, with correct answers prevailing in all questions. For example, 92.3% correctly identified signs of vestibular difficulties and 100% for motor planning difficulties. However, for proprioceptive and vestibular difficulties, only 38.5% answered correctly, and for visual sensitivity and tactile response, only 19.2% in each.

Despite the ability to identify some difficulties in child development, most participants did not know how to identify the professional responsible for the sensory integration approach or reported not having been guided by an occupational therapist. Half of those who responded stated they had never heard of the topic. These findings indicate an important gap in the knowledge of these professionals, suggesting that, although educators may recognize the signs, there is a technical limitation in their training for adequate referral. This highlights the need for greater articulation between the education and health sectors, promoting a learning and safety environment for professionals, as pointed out by Pelosi et al. (2011) and Lins and Costa (2026).

The qualitative analysis of the data allowed the formulation of two main categories: knowledge about sensory integration and inclusive pedagogical strategies. In the first category, it was observed that the participants presented partial or inadequate knowledge about sensory integration. Many could define the concept generally, associating it with sensory stimulation, but often did not know the professional responsible for working in the area or to whom they should refer the children’s parents. This shows a superficial understanding of the approach, without the necessary depth for its practical application.

The participants’ qualitative responses corroborate the quantitative results, showing that although teachers may have a general notion of sensory integration, they lack in-depth knowledge and sufficient guidance to effectively apply inclusive strategies. One participant expressed: “I consider an approach that contemplates the need for adequate sensory and physical stimuli for students with ASD. I believe OT is the most suitable person for this work, both in application with students and in guiding teachers on how to proceed not only in case of crisis, but in daily life as well.” Another stated: “The approach helps children organize and respond appropriately to sensory stimuli, favoring learning, behavior, and emotional development. The professionals who can act are education and psychology professionals.”

Pedagogical strategies and school inclusion

The second thematic category, “Inclusive Pedagogical Strategies”, was subdivided into thematic units describing participants’ practices: use of sensory strategies, use of non-sensory strategies, adaptations and resources, and absence or difficulty in applying strategies. Among the sensory strategies mentioned by teachers, planned sensory breaks with proprioceptive or movement activities for self-regulation, organization of the environment to minimize excessive stimuli (sounds, lights, intense movement), and the creation of a sensory space with cushions and resources that the child appreciates stand out.

A participant reported: “I use a structured and visual routine; Clear and student-directed communication; sensory integration with playdough, sensory bottles, and other tools.” Another mentioned: “First, get to know their routine a bit, provide the greatest number of stimuli possible for this student.” These sensory self-regulation strategies are crucial to assist children with sensory processing difficulties, favoring the modulation of alertness levels and engagement in activities, according to Dunn (1997) and Miller et al. (2007). The individualization of intervention is fundamental, as each child has specific needs.

Studies indicate that strategies with greater evidence include proprioceptive input (pushing/pulling objects, carrying weight), scheduled breaks, alternating between calm and agitated activities, and environmental adaptations (noise reduction, lighting adjustment, reduction of visual information). Such approaches improve attention span, prevent sensory overload, and facilitate learning (Bogdashina, 2003; 2016; Dunn, 1997; Miller et al., 2007). Sensory self-regulation strategies are often organized by occupational therapists in the form of a “sensory diet”, based on the principles of Ayres’ Sensory Integration (1972; 1979), with positive effects on self-regulation and social participation (Piller et al., 2016).

Regarding non-sensory strategies, the reports included breaking down activities into small steps, constant adult mediation, anticipation of activities, clear and objective instructions, use of hyperfocus objects, affectionate treatment, behavior analysis, environmental changes, and positioning the student in the front row to maintain focus. These strategies align with the principles of structured teaching, which promote predictability and understanding of school demands for students with ASD (Schopler et al., 1995; Mesibov et al., 2005), and with the principles of Applied Behavior Analysis (Skinner, 1953).

Despite their effectiveness in the school context, the strategies cited by teachers seem to be used in isolation, disconnected from a broader understanding or technical deepening. This suggests that, although teachers strive to apply relevant strategies, the absence of structured knowledge and theoretical grounding may limit daily understanding and application, restricting the potential of interventions. The lack of a deeper understanding may prevent these practices from being optimized and adapted to the individual needs of each student with ASD.

Regarding adaptations and resources, teachers reported the use of structured and visual routines (with images, cards, or visual schedules), alternative communication, task adaptation, playdough, audiovisual resources, painting, different sound textures and volumes, sensory panels, cushions and blankets, headphones, a pilates ball instead of a chair, and fidget spinners or fidget toys. As with previous strategies, these resources, although aligned with the literature, seem to be applied without theoretical depth or structured sensory evaluation, which is essential for children with ASD.

The last thematic unit highlighted the “absence or difficulty in applying strategies”. Some teachers mentioned the use of intuitive strategies or those already employed with other students, evidencing the difficulty in recognizing the importance of individualized intervention and the lack of training that truly adds value to practice. One participant expressed: “I use intuitive strategies or those suggested by the pedagogical coordinator. Training on special education happens in public schools in an isolated manner, …out of goodwill and the difficulties that arise in the school’s day-to-day, but never as continuous training with frequency and trainers truly qualified for it.” Another stated: “I don’t use them, because the students didn’t need them.”

The cross-analysis of quantitative and qualitative data demonstrated a relationship between teachers’ knowledge level and the use of inclusive pedagogical strategies. Teachers classified with good knowledge (n=10) showed a higher frequency in reports of strategies based on literature (six cases), while those with intermediate knowledge (n=10) showed inconsistent use (three described few strategies and six described none or had no basis). The majority of teachers with low knowledge (n=6) did not report strategies or presented practices without theoretical foundation or inconsistent ones (four described none or had no theoretical basis).

Professionals who received guidance from an occupational therapist demonstrated higher levels of knowledge in the area and applied better strategies, underscoring the importance of specialized support to qualify teaching performance. The findings of this research indicate that knowledge in sensory neuroscience directly influenced teachers’ practice, as higher levels of knowledge were associated with the use of inclusive and theoretically grounded pedagogical practices. In contrast, professionals with limited knowledge showed weaknesses in practice, evidencing the need for continuing education and professional guidance to strengthen their performance.

In summary, the research revealed that teachers’ knowledge level in sensory neuroscience, especially regarding sensory integration, is predominantly intermediate or low, and this gap directly impacts the adoption of effective inclusive pedagogical strategies. It was observed that teaching experience and specialized training contribute to teachers’ confidence, but specific knowledge about sensory integration, especially when guided by occupational therapists, is crucial for proposing more qualified strategies and for making the school environment truly inclusive for children with ASD.

4. Conclusion

This study investigated the knowledge level of preschool and elementary school teachers who work with children with Autism Spectrum Disorder (ASD) regarding sensory neuroscience, as well as the influence of this knowledge on teaching confidence and the use of inclusive pedagogical strategies in the school context. It was found that teachers with less time in practice, both in general teaching and in working with autistic children, presented lower levels of confidence. It was observed that knowledge in sensory neuroscience directly influenced the adoption of inclusive pedagogical strategies, although most participants demonstrated an intermediate or low level of knowledge about sensory integration. It was identified that teachers who received guidance from occupational therapists proposed more effective strategies, highlighting the importance of specialized support. However, statistical analyses indicated weak correlations between confidence and experience or training, suggesting a greater complexity in the relationship.

Despite the ability to identify some signs of sensory difficulties, many teachers did not know how to identify the professional responsible for the sensory integration approach or reported never having received guidance from an occupational therapist, highlighting a technical gap. Inclusive pedagogical strategies, although relevant, were often applied in isolation and without theoretical depth. The main contribution of this study lies in demonstrating that knowledge in sensory neuroscience significantly impacts pedagogical practice, emphasizing the need for continuing education and specialized support to qualify teaching performance and promote truly inclusive school environments for children with ASD. Limitations include the small sample size and the use of self-report, which may introduce biases. For future studies, it is suggested to investigate training interventions and the articulation between the areas of education and health, with methodologies that include direct observation of practice and standardized knowledge assessment tools.

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