Sensory Difficulties Research Articles

Exploring non-canonical targets in Alzheimer’s disease: a departure from the norm

AbstractAlzheimer’s disease (AD), a progressive neurodegenerative disorder, is characterized by neurological impairments such as visual and sensory difficulties, motor dysfunction, sphincter issues, incoordination, gait abnormalities, and cognitive decline. Despite advances in understanding AD pathophysiology and the expansion of therapeutic options over the past three decades, the disease remains incurable. Current therapies, even those specifically targeting AD, often fail to significantly alter its progression, underscoring the need for innovative treatment approaches beyond symptomatic relief. This calls for a re-examination of AD pathology to identify potential therapeutic targets that go beyond conventional strategies. This review highlights four of the most promising non-canonical therapeutic targets: oligodendrocytes, the blood–brain barrier (BBB), neuroimmunometabolism, and the coagulation system. These components are crucial for maintaining the integrity and proper function of neurons and the brain, playing key roles in the progression of AD. Oligodendrocytes, for example, are essential for myelination and neuronal support, while BBB dysfunction can lead to impaired clearance of toxic proteins. Neuroimmunometabolism offers insights into how metabolic processes influence immune responses in the brain and dysregulation of the coagulation system has been linked to increased neuroinflammation and vascular abnormalities in AD. Recent discoveries in these fields provide new avenues for understanding the disease and identifying potential therapeutic targets. By exploring these non-canonical pathways, future research may offer breakthroughs in treating AD, moving beyond symptomatic management towards disease-modifying strategies.

Autism in Children

Austic spectrum disorder is a very common presentation where children present with social communication difficulties. They can have behavioural problems and other times anxiety. Every autistic child is different and they may come anywhere in the autistic spectrum, ranging from sensory difficulties, social adjustment to food, sleep and concentration challenges. The main aim of this article to bring awareness about autism to the society and to give Austic children help and support to be able to maintain a safe and healthy lifestyle. It is very important to involve a health care practitioner and get the necessary care and advice from the doctor. It is equally important to organize fun interactive games, activities and book reading for children with Autism to help and support them with their difficulties. All of these things can be done with family support and encouragement, however, it can be very challenging and Children with Autism need professional diagnosis, support in community and teachers to guide them.

Participation in Daily Activities of Children with Atopic Diseases and Its Relation to Their Sensory Modulation Difficulties

(1) Background: Participation in daily activities is critical for a child’s health, development and wellbeing and is considered a main outcome measure of intervention efficiency. Atopic diseases affect children’s daily life and routines but the knowledge about impacts on participation is limited. (2) Objectives: a. to profile the preference to participate in daily activities of children with atopic diseases as compared to healthy controls; b. to profile sensory modulation difficulties (SMD) in each atopic group; c. to examine whether SMD correlate with activity preference. (3) Methods: This cross-section and correlative study included 253 children aged 4–11: 37 with Asthma, 37 with atopic dermatitis (AD), and 31 with Rhinitis. The controls were 148 healthy children. All children completed the Preference for Activities of Children (PAC) while their parents completed a socio-demographic questionnaire and the Short Sensory Profile (SSP). (4) Results: Children with atopic diseases showed significantly lower preference to participate in activities than healthy controls and preferred quiet activities that can be performed alone. Within the atopic groups, children with AD, and specifically girls, had the highest activity preference while boys with Asthma had the lowest preference. SMD was significantly more prevalent in children with atopic diseases and correlated with their reduced preference to participate in activities. (5) Conclusions: Atopic diseases may restrict children’s participation. Clinicians should evaluate participation of children with atopic diseases and examine whether comorbidities as SMD affect participation. Understanding the implications on children’s daily life may improve intervention efficiency and elevate development and wellbeing.

A descriptive epidemiological study of the prevalence of self-reported sensory difficulties by age group, sex, education, disability, and migration status in Sweden in 2020

BackgroundThe objective of this study is to estimate the prevalence of self-reported hearing difficulties, vision difficulties and combined vision and hearing difficulties in a Swedish adult population that varies according to migration status, sex, age, disability measured by ADL and IADL and educational attainment level.MethodsThe study utilised data from the Survey of Health, Ageing and Retirement in Europe, which consisted of 2257 individuals aged 60 and above that were interviewed in Sweden in the 2019/2020, SHARE wave 8. To determine the prevalence of sensory difficulties (hearing, vision and dual-sensory difficulties) among various subgroups of the population, a multinomial logistic regression was used. The results of these analyses are presented in terms of predicted probabilities.ResultsThe study findings indicate that foreign-born older adults experience a lower prevalence of visual difficulties (6.2% [3.3–11.5] in comparison to their Swedish-born counterparts. Moreover, older adults with higher levels of education tend to report a lower prevalence of sensory difficulties overall. Furthermore, sex differences are apparent, with males reporting a higher prevalence of hearing difficulties (18.9% [15.5–22.8] vs. 12.8% [10.7–15.3]) and females reporting a higher prevalence of vision difficulties (12.7% [10.7–15.1] vs. 8.5%[6.8–10.5]).ConclusionThe findings highlight disparities in the prevalence and type of perceived sensory difficulties experienced by older adults, by factors such as age, sex, education and migration status. It is important to consider these demographic factors in healthcare planning and interventions aimed at mitigating sensory difficulties in the older population.

Amplifying their voices: developing participatory research approaches with deafblind children and young people

ABSTRACT This paper describes and reflects upon the first author’s journey from teacher to researcher, working with deafblind children and young people, and the research teams’ development of person-centred research methods. Historically deafblind people, particularly children and young people, have rarely been included in participation action research, in part, due to perceived challenges around communication and access. This paper outlines work being undertaken as part of a PhD project that aims to improve academic and social outcomes for deafblind children and young people. It also outlines a novel methodological focus on accommodating the unique communication and access requirements for deafblind young people, to effectively facilitate engagement in participation action research, and ensure research methods are centred on them, using both established and novel research techniques. Progress to date is outlined, describing the reflexive approach used to collaborate with deafblind young people, to inform our practice, and meet the needs of deafblind children and young people. Based on our learning, we provide wider recommendations to make participation action research more accessible for participants with deaf blindness or sensory difficulties.

Hearing and vision rehabilitation for people with dementia in five European countries (SENSE-Cog): a randomised controlled trial

The effect of hearing and vision difficulties on the risk of developing dementia and worsening outcomes in people already living with dementia is well established. We evaluated the clinical impact of a hearing and vision rehabilitation and support programme on quality of life in people with mild-to-moderate dementia and concurrent sensory difficulties. We conducted a parallel-group, multicentre, observer-blind, superiority randomised controlled trial in seven older adult clinics in five European countries (Cyprus, France, Greece, Ireland, and the UK). People with mild-to-moderate dementia with adult-acquired hearing difficulties, vision difficulties, or both were randomly assigned (1:1) along with their care partner to an 18-week home-basedsensory support intervention (SSI) of tailored hearing and vision rehabilitation and support, or to care as usual. Randomisation was blocked (block size of four, six, or eight) and stratified by country, with allocation assigned via a remote web-based system. The SSI included: full hearing assessment, vision assessment, or both; fitting of hearing aids, glasses, or other sensory aids; and home-based support from a sensory support therapist to assist adherence and uptake of sensory aids, foster social networking, and optimise the home sensory environment. Care as usual involved no additional intervention beyond services normally available to people with dementia at the respective sites. The primary outcome was health-related quality of life (Dementia Quality of Life Instrument [DEMQoL]) score at 36weeks, reported as an adjusted mean difference. Analyses were done according to the intention-to-treat principle. This trial is registered with the ISRCTN Registry, ISRCTN17056211. Between May 4, 2018, and May 6, 2021, 252people with mild-to-moderate dementia were randomly assigned, of whom 251 (n=126in the SSI group and n=125in the care as usual group) were included in the analysis. The mean age of participants was 79·6years (SD 5·8), and 132 (53%) were women. After a median follow-up time of 37·7weeks (IQR 36·2-39·0), the mean DEMQoL score was 92·8 (SD 15·2) in the SSI group and 92·8 (14·0) in the care as usual group (adjusted difference 0·18, 95% CI -2·13to 2·30, p=0·87). Among 114adverse events reported for 56 (44%) participants in the SSI group, ten events in nine participants were related or possibly related to the intervention (medical device pain or discomfort n=6, ear pain n=1, scratch to the ear n=1, sore eye n=1, redness n=1; all of grade 1). Serious adverse events were reported for 25 (20%) participants in the SSI group and 16 (13%) in the care as usual group. Six (5%) participants in the SSI group and five (4%) in the care as usual group died. None of the serious adverse events or deaths were related to the study intervention or procedures. This study showed no improvement in quality in life in participants who received the intervention in thelonger term. Sensory difficulties are common in people with dementia and interventions aimed at improving sensory-cognitive health should be explored further. EU Horizon2020.

Evaluating the Efficacy of Combining Sensory Room and Conventional Therapies for Lebanese Children With Autism: A 10-Year Study.

Background Autism spectrum disorder (ASD) is a developmental condition characterized by sensory difficulties, which pose a significant challenge. Our aim is to evaluate the effectiveness of sensory room therapy in conjunction with traditional therapy, comparing it to traditional therapy alone, among children diagnosed with ASD in Lebanon. Methods A retrospective longitudinal study with cross-sectional survey (mixed study) was conducted over a 10-year period, involving 548 children diagnosed with autism spectrum disorder (ASD). The children were divided into two groups: group 1, comprising 306 children who received conventional therapy in addition to sensory room therapy, and group 2, consisting of 242 children who received conventional therapy alone. Data collection included sociodemographic characteristics, autism-related features, and scores from the Parental Concerns Questionnaire Inferring Alterations (PCQIA) scale, which measures sensory and behavioral characteristics. Data were collected at two time points: before the initiation of sensory room therapy and after the completion of the therapy, allowing for an assessment of changes and effectiveness post-treatment. Results In both groups, there was no significant difference in PCQIA scores following conventional therapy alone (group 1: mean score 34.1, group 2: mean score 33.4; p=0.222). However, a significant increase in PCQIA scores was observed after the addition of sensory room therapy in group 1 (combined therapy), with scores rising from a pre-therapy mean of 34.1 to a post-therapy mean of 41.7 (p<0.001). Moreover, there was a positive correlation between PCQIA scores and parental income. Additionally, 78.2% of parents rated sensory room therapy as highly effective, with 62% reporting significant improvement in their children's behavior and 80% noting increased engagement in extracurricular activities. Notably, 98% of parents indicated they would recommend the combined therapy to others. Conclusion Sensory room therapy demonstrates improvement in sensory challenges and motor skills among children diagnosed with ASD.

Challenges and Instructional Adaptations of Mountain Province State Polytechnic College Pre-service Teachers to Students with Sensory Difficulties

Inclusive education aims to provide quality education in a flexible environment for students with special needs. Pre-service teachers must possess pedagogical knowledge, adaptability, resourcefulness, and effective teaching skills to support students' holistic development. This study explores the experiences of pre-service teachers of school year 2022-2023 of Mountain Province State Polytechnic College from various majors, focusing on inclusive practices for students with sensory difficulties. Findings reveal challenges in training, preparation for differentiated instruction, and collaboration with Special Education (SpEd) teachers. Despite challenges, participants employed instructional adaptations such as differentiated instruction, learner-friendly classrooms, technology integration, and multi-sensory tools. The study underscores the need for more training programs and partnerships with SpEd specialists.

TikTok and YouTube Shorts by Autistic Individuals for Increasing Autism Awareness.

Autistic individuals, parents, organizations, and healthcare systems worldwide are actively sharing content aimed at increasing awareness about autism. This study aims at analyzing the type of contents presented in TikTok and YouTube Shorts videos under the hashtag #actuallyautistic and their potential to increase autism awareness. A sample of 60 videos were downloaded and analyzed (n=30 from TikTok and n=30 from YouTube Shorts). Video contents were analyzed using both thematic analysis and the AFINN sentiment analysis tool. The understandability and actionability of the videos were assessed with The Patient Education Materials Assessment Tool for Audiovisual Materials (PEMAT A/V). The contents of these videos covered five main themes: Stigmatization; Sensory difficulties; Masking; Stimming; and Communication difficulties. No statistically significant differences were found on sentiment expressed on videos from both channels. TikTok videos received significantly more views, comments, and likes than videos on YouTube Shorts. The PEMAT A/V tool showed that there is a high level of understandability, but little reference to actionability. Autistic people videos content spread valid and reliable information in hopes of normalizing difficulties and provide hope and comfort to others in similar situations. Social media videos posted by autistic individuals provide accurate portrayals about autism but lack information on actionability. These shared personal stories can help increase public literacy about autism, dispel autism stigmas and emphasize individuality.

Construct validity of the sensory integration infant routines questionnaire (SIIRQ)

ABSTRACT The Sensory Integration Infant Routines Questionnaire (SIIRQ) is designed to identify sensory integration difficulties through observation of participation in infant co-occupations. Identifying sensory integration and participation issues at an early age is of utmost importance given that these difficulties can affect many areas in the child’s life and consequently, the family’s dynamics and routines. This study examined the construct validity of the SIIRQ using hypothesis testing to differentiate between typically developing children (n = 1219) and children with identified sensory integration issues (n = 75). The difference between the two groups was statistically significant in the various subscales, with the exception of the Diaper Changing/Sphincter Control subscale. Results support using the SIIRQ to identify sensory integration difficulties by questioning caregivers about daily activities inherent to the routine of the child and family. We hope that the SIIRQ can be used by health and education professionals who deal with children on a daily basis to enable referral for a comprehensive and detailed evaluation of sensory integration and participation challenges.

Language and sensory characteristics are reflected in voice-evoked responses in low birth weight children.

Children born with very low birth weight (VLBW) are at higher risk for cognitive impairment, including language deficits and sensorimotor difficulties. Voice-evoked response (P1m), which has been suggested as a language development biomarker in young children, remains unexplored for its efficacy in VLBW children. Furthermore, the relation between P1m and sensory difficulties in VLBW children remains unclear. 40 children with VLBW were recruited at 5-to-6 years old (26 male, 14 female, mean age of months ± SD, 80.0 ± 4.9). We measured their voice-evoked brain response using child-customized magnetoencephalography (MEG) and examined the relation between P1m and language conceptual inference ability and sensory characteristics. The final sample comprised 36 children (23 boys, 13 girls; ages 61-86 months; gestational ages 24-36 weeks). As a result of multiple regression analysis, voice-evoked P1m in the left hemisphere was correlated significantly with language ability (β = 0.414 P = 0.015) and sensory hypersensitivity (β = 0.471 P = 0.005). Our findings indicate that the relation between P1m and language conceptual inference ability observed in term children in earlier studies is replicated in VLBW children, and suggests P1m intensity as a biomarker of sensory sensitivity characteristics. We investigated brain functions related to language development and sensory problems in very low birth-weight children. In very low birth weight children at early school age, brain responses to human voices are associated with language conceptual inference ability and sensory hypersensitivity. These findings promote a physiological understanding of both language development and sensory characteristics in very low birth weight children.

Neuropsychology intervention for managing invisible symptoms of MS (NIMIS-MS) group: A pilot effectiveness and acceptability study

BackgroundPeople with MS (pwMS) commonly experience a range of hidden symptoms, including cognitive impairment, anxiety and depression, fatigue, pain, and sensory difficulties. These “invisible” symptoms can significantly impact wellbeing, relationships, employment and life goals. We developed a novel bespoke online group neuropsychological intervention combining psychoeducation and cognitive rehabilitation with an Acceptance and Commitment Therapy (ACT)-informed approach for pwMS in an acute tertiary hospital. This ‘Neuropsychological Intervention for Managing Invisible Symptoms’ in MS (NIMIS-MS) consisted of 6 sessions, each with a psychoeducation and ACT component. The content included psychoeducation around managing cognitive difficulties, fatigue, pain, sleep and other unpleasant sensations in MS with the general approach of understanding, monitoring, and recognising patterns and potential triggers. Specific cognitive rehabilitation and fatigue management strategies were introduced. The ACT-informed component focussed on three core ACT areas of the ‘Triflex’ of psychological flexibility (Harris, 2019): Being Present, Opening Up, and Doing What Matters. Methods118 pwMS attended the NIMIS-MS group intervention which was delivered 14 times in six-week blocks over an 18-month period. To evaluate the effectiveness and acceptability, participants completed measures of depression and anxiety (HADS), functional impairment (WSAS), Values- Progress (VQ) and Values- Obstruction (VQ), and Acceptance of MS (MSAS) pre and post NIMIs-MS group intervention. Qualitative feedback was obtained during focus groups after the final session and via online feedback questionnaires ResultsPre-post analysis showed that symptoms of depression and anxiety were significantly lower and acceptance of MS was significantly higher following completion of the NIMIS-MS group. Qualitative feedback showed that participants reported that they felt more equipped to manage the “invisible” symptoms of MS following completion of the group, and benefited from using ACT-based strategies and techniques. Participants highly valued the peer support that evolved during the NIMIS-MS groups. The online format was considered more accessible than in-person groups, due to less concerns of travel time, cost, fatigue, and comfort and infection. ConclusionEvaluation suggests that our novel NIMIS-MS groups is an acceptable, beneficial and feasible approach for providing neuropsychological interventions to individuals with MS.

The Effect of Neurodevelopmental Disorders Characteristics on Aspects of Social Functioning

Aim The purpose of this study was to estimate the extent to which neurodevelopmental disorders (NDD's) symptoms (motor, sensory, attention and executive function) are associated with aspects of social function among school aged children. Methods This cross-sectional study included 39 children aged 6–9 years old (71.8% boys) who were referred to child development centers due to motor, sensory, and/or cognitive difficulties. The parents completed NDD's symptoms questionnaires: Developmental Coordination Disorder Questionnaire; Child Sensory Profile-2; Attention Deficit Hyperactive Disorder (ADHD) Rating Scale and the Behavior Rating Inventory of Executive Function. They also completed the Social Skills Improvement System and a social participation measure. Results Analysis demonstrated low to moderate correlations between social functioning aspects and the majority of NDD's symptoms. Executive functioning was the only predictor of social skills and social participation and accounted for most of the variability of behavioral problems, alongside a small contribution of ADHD symptoms. Conclusion The findings contribute to the accumulating body of knowledge regarding social abilities of children with NDD's and suggest new information as to the effect of executive functions in this domain. Along with conducting a routine evaluation of social skills among children suspected to have NDD's, executive functions should also be comprehensively evaluated.

Autistic Women's Experience of Motherhood: A Qualitative Analysis of Reddit.

Autistic mothers remain under-represented in parental and autism research despite the associated physical and psychosocial challenges that accompany the transition to motherhood. Extant literature suggests autistic mothers experience sensory difficulties, communication challenges, stigma, and comorbidities as difficulties, but these studies have focused on autistic women in the perinatal period. The aim of this study was to examine reflections on motherhood from a Reddit community for autistic parents. Identified themes were Autistic Mothering is Different, Autistic Mothers Need Autistic Mothers, Autistic Mothers Experience Stigma, and Learnings from Lockdown. Findings extend existing research by offering insight into the ways autism impacts mothers beyond the perinatal period and have important implications for the future design and delivery of support services for autistic mothers.

Duyu Bütünleme Sistemleri ile Eğitim İlişkisinde Fizyolojik Fonksiyonların İncelenmesi

The aim of this study is to investigate the physiological functions in the relationship between sensory integration systems and education. The sensory integration system states that the sensory integration process is necessary for the sensory-motor development of an individual because the individual's interaction with those around him is effective at the developmental stages of the brain, which is open to innovation. In recent studies, it has been shown that sensory integration systems are effective for individuals who need both normal and special education. It is stated that it is important to focus on providing educational interventions for parents and teachers through training and coaching methods. When we look at the studies in the literature, it can be said that sensory integration studies and interventions have gained momentum in our country in recent years. It is important to identify children's sensory difficulties with early diagnosis and early intervention to support development and to learn sensory strategies as soon as possible. Because there is no awareness of sensory integration problems, these problems are treated as problem behavior and behavior modification methods are applied for solution. Since the cause of the problem cannot be determined correctly, the problem situation does not disappear, which prevents the efficient execution of the educational process. Key Words: Sensory Integration, Education, Physiological Functions

Autistic women's experiences of the antenatal, intrapartum and early postnatal periods

Background/Aims Autism is a neurodevelopmental disability affecting interpersonal communication and interaction, and has a prevalence of more than 1% of the population. This review aimed to identify what midwives in England can learn from studies exploring the experiences of autistic women in the antenatal, intrapartum and early postnatal periods. Methods A systematic literature search was conducted using seven electronic databases. Thematic analysis was performed, based on Braun and Clarke. Results Three themes were found: autism diagnosis and disclosure, communication and interaction with healthcare professionals, babies and groups, and sensory difficulties. Conclusions Autistic women experience many challenges during the antenatal, intrapartum and early postnatal periods, and it is clear that midwives in England should treat all women as an individual, asking about their specific needs and any adjustments that can be made to provide inclusive care.

The development and validation of the “SENSE” − Sensory and Behavioral Modulation Questionnaire for adults

Sensory modulation is critical for interacting with the physical and social environment. When sensory input from the environment is not properly perceived and modulated, it may elevate arausability, avoidant behavior, impair function and wellbeing. Sensory modulation difficulties (SMD) are mainly reported during childhood and are related to neurodevelopmental conditions such as Attention-Deficit Hyperactivity Disorder (ADHD). SMD in adulthood further deteriorate function and emotional status, hence should be screened and treated. Nonetheless, relevant measures of SMD for adults are limited. This study aims to establish the psychometric properties of the “SENSE” - Sensory and Behavioral Modulation Questionnaire for adults. Based on theoretical/clinical knowledge the SENSE measures sensitivity/arousability, habituation and avoidance. After establishing content and face validity, 663 participants aged 18–65 completed a sociodemographic and health questionnaire, the Adult ADHD Scale-5 (ASRS-5), the SENSE and the Highly Sensitive Person Scale (HSPS). Factor analysis approved the determination of SENSE scales. Medium- high internal consistency was found. SENSE discriminated between adults with/without ADHD and correlated with HSPS scores, confirming concurrent validity. ConclusionsSENSE has good psychometric properties and may be feasible for screening sensory-behavioral modulation difficulties in adults. Studies should further examine SENSE applicability to clinical populations.

Broad autism phenotype traits and self-reported sensory processing across sensory modalities

BackgroundDespite a longstanding connection between sensory processing and autism, sensory processing differences did not become part of the diagnostic criteria for autism spectrum disorder (ASD) until the DSM-5. Emerging research suggests that differences in sensory processing may be related to broad autism phenotype traits in the general population. The present study adds to this literature by including a more comprehensive analysis of sensory modality and a measure of sensory gating that has not previously been related to ASD traits. MethodThrough Qualtrics, 152 participants met inclusion for the study and completed the Broad Autism Phenotype Questionnaire (BAPQ), Autism Spectrum Quotient (AQ), and several sensory questionnaires. ResultsAs predicted, ASD traits were significantly related to all sensory questionnaires, suggesting that as ASD traits increased, sensory reactivity differences increased. Similarly, participants who scored over established cut-offs on the AQ and BAPQ endorsed a significantly higher number of sensory difficulties. Interestingly, some, but not all, sensory modalities, measured by the Adult Sensory Processing Scale (ASPS), predicted scores on the AQ and BAPQ. ConclusionsThese findings provide additional support for sensory processing being included in the broad autism phenotype and suggest that sensory processing may have consequential impacts, in both ASD and individuals without a diagnosis.

Introducing a Smart Toy in Eating Disorder Treatment: A Pilot Study.

Individuals with eating disorders (EDs) often encounter challenges related to body image, emotional, and sensory difficulties during nutritional rehabilitation. To address these challenges, a novel technology-enabled smart toy, Purrble, designed for immediate assistance in emotion regulation, is being explored. A mixed-method approach involving workshops, diaries, and focus groups was employed to examine the feasibility of Purrble as a therapeutic tool and its impact on participants' daily routines, sensory experiences, and emotional states. The study results demonstrate the engagement and acceptability of this device. Qualitative analysis revealed that participants independently used and integrated Purrble into their emotional and sensory regulation practices. These pilot results support the potential for a shift in the delivery of adjunct therapeutic tools through technology, particularly for ED patients with complex presentations. Future research is necessary to further explore the psychological benefits of this intervention.

Creating the conditions for inclusion: Investigating optimal physical spaces for supporting neurodivergent staff and postgraduate students

One commonly reported area of difference reported by neurodivergent individuals are sensory differences (e.g. hyper- or hypo-sensitivities and sensory processing difficulties). The objective of this pilot project was to investigate the lived experiences of current postgraduate students and staff within a university faculty who have self-identified as having sensory differences. Neurodivergent researchers interviewed 11 participants about their experiences working within the faculty's physical environments and the various enablers and barriers for inclusion. We used a combination of reflexive thematic analysis and content analysis to code the data and identified three overarching themes: (a) there are many sensory and spatial challenges to navigate within the faculty, (b) it takes a lot of time and energy to navigate the complex terrain of accommodations, and (c) neurodivergent people have many aspirations for inclusive university spaces. We also identified a series of subthemes. Overall, participants shared a series of barriers to inclusion within the faculty's existing physical spaces, including sensory challenges and difficulties working in open-plan spaces. Additionally, many participants did not have formal accommodations as they were viewed as too difficult to access and required “outing” themselves as neurodivergent. Building from participants’ suggestions, we offer several recommendations for reducing barriers to inclusion, including universal design for accommodations, the development of more sensory-friendly workspaces, and neurodiversity-affirming professional development for all staff.