Assembly

Assembly can be difficult for students with sensory needs.  A student who is overresponsive to sensory input may find Assembly overwhelming due to the noise, unpredictable visual input from others and the close physical proximity of other students.  A student who is underresponsive to sensory input may find it difficult to stay alert and engaged in a quiet Assembly, and may seek more movement, noise or tactile input.

If a student seems overwhelmed in Assembly, the following strategies are suggested:

• Position the student at the end of a row so he/she can have more physical space and avoid the unpredictable tactile input from others.
• Allow the student to sit on a mat or cushion to indicate personal space which others cannot invade.
• Position the student at the back of the Assembly hall with permission to leave if feeling overwhelmed.
• Allow the student to wear ear defenders (or similar) to reduce the noise input, but these should only be used as part of a desensitisation programme.  This means that the use should gradually be reduced over time until the student can tolerate the noise of Assembly without nearing ear defenders.
• Allow the student to use a calming resource in Assembly.  This will vary according to the individual preferences of the student but examples include  a weighted lap cushion, a fidget item or a chewy item.
• Provide the student with a visual card to indicate when he/she is feeling overwhelmed and needs to leave the Assembly Hall.
• Introduce the student to Assembly gradually, and increase the time spent in Assembly over several weeks or months.  Steps in this process may include:
  • Student sits at the back of Assembly for 1 minute and then leaves to sit outside the Hall.
  • Increase the time spent at the back of the Hall by a minute each time until the student can tolerate the full Assembly.
  • The student then sits with class for 1 minute and then moves to the back of the Hall.
  • Increase by a minute each time until the student can sit with the class for the full Assembly.
  • Other strategies listed above can be integrated within this process.
• Provide the student with a visual schedule for Assembly and  each part  can be marked off when complete.
• Use a visual timer to indicate how long Assembly will last.

If a student is seeking increased stimulation in Assembly to improve alertness and attention, the following strategies are suggested:

• If seeking more movement, allow the student to sit on a Movin’ sit cushion.
• Provide a movement activity before the student is expected to sit for a length of time in Assembly.
• Give the student a role in Assembly which will provide increased sensory input e.g. holding the door open, setting out or stacking chairs.
• If seeking tactile input, allow the student access to a fidget item.
• In longer Assemblies, the student may need to leave the Hall for a short movement break and then return.