Classroom

There are many ways in which adaptations can be made to a classroom to accommodate the diverse sensory needs of students.  Students who are overresponsive to sensory input require a low stimulation environment.  This can be achieved by reducing the overall stimuli in the room, or by having low stimulation areas within the room.  Students who are underresponsive to sensory input will need activities and areas in the room which provide increased stimulation.

• If there are several students who are easily overwhelmed by visual stimuli, recommendations would include:
  • Minimise the use of display boards
  • Avoid visual resources which are hung from ceilings
  • Maintain a clutter-free environment
  • Store resources out if sight if possible
  • Cover open shelves of books and resources with plain fabric
  • Turn off computers and the whiteboard when not in use
  • Close window blinds when necessary
• If there is a student who is visually distractible but the classroom needs to be visually stimulating for other students, the following strategies are recommended:
  • Position the visually distractible student away from windows and doors
  • Position the visually distractible student facing the front of the room and facing away from classmates
  • The visually distractible student may need to face a blank wall when completing focused independent work
  • Use screens or folders to reduce visual distractions around the student
• If a student is overresponsive to tactile input, ensure adequate physical space is provided:
  • Seat the student on a side of the desk away from other students
  • Provide clear boundaries by using coloured tape on the desks to indicate individual space
  • If sitting on the floor, allow the student to sit on a coloured mat to indicate his/her physical space which others cannot invade, or position this student at the end of a row or beside the teacher if seated in a semi-circle
  • If standing in line, allow this student to stand at the end of the line or use tape to mark where each person should stand in line, ensuring adequate physical space is allowed
• Provide a calm area in the classroom if there is adequate space.  This can be a small screened off area which has minimal sensory stimulation.  It may contain some calming resources but the most important feature is that it is low stimulation.
• When working with materials which have strong odours, keep windows open so the room is well ventilated.
• Raising your voice to gain attention will be overwhelming for a student who is sensitive to noise.  Use a visual method to gain the class’s attention e.g. switch the lights on and off or hold up a large “Quiet” sign.
• Consider ways in which the noise in the classroom can be minimised:
  • Ensure chairs and tables have rubber feet to prevent the ‘scraping’ sound when moved
  • Provide some soft furnishings in the room to absorb sounds e.g. cushions, carpeted area, curtains and blinds
  • Place felt or corkboards on walls
• Provide a quiet area for small group work as this will help the auditory sensitive student to interact with the group and contribute to the group project.
• Provide sources of sensory stimulation for students who are underrresponsive and require increased input to engage and stay alert :
  • Provide opportunities for physical movement and weighted activities appropriate to the individual student e.g. handing out books, stacking chairs, moving P.E. mats
  • Provide fidget objects
  • Provide a chewy object or water bottle for students seeking oral motor input