Why Sensory Needs and Environment Matter For Communication

When we think about speech therapy, we often picture kids sitting at a table, playing with toys, and practicing their words. But what if the key to communication success wasn’t about the toys, or even the words, at all?

On a recent episode of The Great Language Partner Podcast, Katja and I were joined by Jessie Ginsburg, also known as the Sensory SLP, and Chris Wenger, aka Speech Dude. Together, they’re on a mission to shift how we approach therapy for autistic kids by moving away from compliance-based practices toward neuroaffirming, sensory-informed support.

One of the biggest takeaways from our conversation was the importance of environmental changes over placing all responsibility on the child. Too often, autistic kids are expected to "tough it out" in loud, chaotic environments, such as school assemblies or crowded cafeterias, rather than adults stepping back and asking: How can we change this space to better support their sensory needs?

The truth is, sensory regulation and communication are deeply connected. If a child is overwhelmed by bright lights, loud sounds, or unpredictable transitions, expecting them to engage in meaningful back-and-forth communication is unrealistic under these conditions. It’s not a behavior issue, it’s unmet or unrecognized sensory needs.

Another powerful shift Jessie and Chris emphasize is teaching kids to understand and advocate for their own sensory needs. From preschool to high school and beyond, kids deserve to know that their sensory experiences are valid and that they have the right to ask for accommodations.

That might mean:

• Helping a preschooler recognize that they need movement before they can sit for circle time.

• Supporting a middle schooler in knowing where the quietest spot is during a noisy assembly.

• Teaching a high schooler how to email a teacher ahead of time to ask for accommodations before a test.

In our conversation, we also explored the focus among professionals with "functional" communication goals, a term that’s kind of become a buzzword in the therapy world. We highlighted that functional doesn’t always mean meaningful.

Requiring a child to say “I need help” instead of using their preferred gestalt from Paw Patrol doesn’t mean it’s meaningful to them. Of course, we want our kids to have ways to communicate across contexts with a wide variety of partners, but we don’t get there by dismissing their preferred communication. We get there by acknowledging, honoring, and validating them so that they ultimately can continue to develop more communication as they feel more seen and heard. Real communication growth happens when we tune into what matters to the child and build from there.

Whether you are supporting a preschooler just starting to communicate or a high schooler learning to advocate for accommodations, sensory awareness, self-advocacy, and meaningful goals should guide their communication journey.

The earlier we start teaching these skills, the better prepared our kids will be to navigate school, work, and life in a way that honors who they are, not who they’re expected to be.

Want to dive deeper into neuroaffirming, sensory-informed speech therapy?
Check out the full episode of The Great Language Partner Podcast below or tune in on Apple Podcasts or Spotify.