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I need info and ideas on addressing sensory issues.

DD13 is a true success story. I won't rehash everything but suffice it to say just about every possible LD and processing issue. Her dyslexia is well remediated but spelling, reversals and speed will likely always remain issues. She is getting great help on the AT front and can if needed write a short somewhat legible note by hand if absolutely necessary. Math is suddenly beginning to click since starting to work 1-1 with a special Ed math specialist. (Turns out she's a wiz at algebra despite all the years of no number sense and having to add even the most basic things like 3+4 on her fingers. Who knew?) Migraines and anxiety well controlled as long as she can avoid her triggers. Lots of friends and feeling good. Like I said - a success story.

So moving forward I think the obvious goal would be to look at what we need to do for her to be successful in a more mainstream environment. Unfortunately despite all this progress sensory issues seem to be making that impossible. Being at a special Ed school for 4 years allowed her to learn to focus intently through distractions. If another student was acting up she was allowed to remove herself and find a quiet place to work. It worked well and she got to be really good at understanding what she needed in order to learn.

But now sensory input seems to be becoming more of a challenge. It's no longer just a matter of avoiding loud chaotic environments to avoid migraines. Or too much visual noise on a page for her to work out problems. She finds it difficult to learn in a room with typical ambient noise. People talking to her or each other while she is trying to listen to a teacher or instructional video is impossible.

We are currently doing a "composite program" where she spends time in several different learning environments rather than being enrolled in a regular school. One day a week is spent at a nature program offered by a local environmental high school. She calls it "my happy place" and says "it's total sensory relaxation." One day a week to learn with no LD or sensory issues getting in the way. She also spends one day a week in our district's TAG program - 16 hand selected gifted kids who are well behaved and eager to learn. It meets in a room designed as a media center so it's sensory friendly - high ceilings, lots of windows, carpeted floor, etc. She also does ok going into one of the district elementary schools a couple times a week for speech and sometimes stays for an art class with younger kids. She has been doing history and English on her own.

However when she has visited large mainstream schools she found total sensory overload. Too many people passing in the hallways. Too much ambient noise in the classrooms. Too much visual noise on the walls. Just too much sensory input all around her. She shut down and chewed on her hand rather than trying to run out of the building like she felt she wanted to. Spent her time just trying to survive the environment rather than being able to focus on trying to learn anything. Continuously fought off migraines throughout the day.

Have any of you dealt with this? She has visual processing issues and CAPD so I understand why it's difficult for her. Also she came out of her early years in public schools with post traumatic stress issues. We are both convinced that it would only take a few days in a non sensory friendly environment to undo all the progress she has made over the past few years.

Right now I like that she has developed a way to learn. She knows what works for her and will soon be starting classes at a sensory friendly private where all classes are taught 1-1. This means we have a plan for her to learn but I'm wondering about the next steps - if any - to address the sensory stuff.

I know some people do well in quiet solitude as a forest ranger, others amid the chaos of a stock exchange trading floor. Different strokes for different folks as they say. But I'm trying to figure out if we should just appreciate how far she has come (frankly further by the end of 6th grade than I ever expected by the end of high school...) and let her learn the way she needs or do we look to address the sensory issues too. And if so - how? She's worked so hard and come so far I don't want to pile on more if it's not necessary. At the same time I don't want her to be unnecessarily limited moving forward.

Any ideas? Any BTDT advice? Thanks in advance.