For students with sensory needs, the very nature of their classroom environment can make a significant difference to how well they learn and how successfully they are able to navigate their way through the day.
As teachers, there’s a lot we can do to support students with sensory needs.
Understanding needs
We know that all students are unique, and that learning and sensory needs are individual and changeable. Learning about students who have sensory needs who may experience sensory overload can help us to structure the classroom environment in a way which works for them.
Find out about triggers such as loud noises, smells, lighting preferences, movement and situations that might be challenging so you can develop a plan beforehand.
For example, if you are planning an incursion where someone new will be coming into the room, think about how this might impact your student and their learning needs.
Routine and familiarity
Sometimes a predictable and familiar classroom routine can work wonders for helping keep things on track in the classroom.
Begin the day with the same routine and encourage all students to be respectful of the needs of others in the room.
Throughout the day you can build in time for sensory activities such as listening to music, doing some movement that uses the big muscle groups or give your student access to a sensory box of tools that have been designed to support their specific preferences.
Educating all students
If you start the year with all students being ready and willing to support each other as part of a collective learning team, you are already half way to success in managing the sensory environment in the classroom.
You can use anchor charts, daily reminders, consistent verbal cues and games to help your students learn how to make the classroom a place where everyone can learn and thrive.
Encourage inside voices, use a hand signal to tell everyone to stop moving and manage the traffic flow within the classroom.
You can read books to you students or watch a video about sensory load, and encourage everyone to learn the vocabulary that helps us talk about feelings, sensations and outward behaviours.
Enlisting professional support
As a teacher, you don’t need to feel like you have to know and be everything to everyone – no matter how much you want to!
There are many professionals who are able to help you develop a realistic plan for reducing the chance that sensory overload will affect the learning of some of your students.
An occupational therapist is a useful support person, as they can spend time one to one with a student as well as teaching you how you can modify the environment to suit their individual needs whilst still allowing the classroom routines and learning tasks to continue unhindered.
Having a plan
A plan could include using a ‘take a break’ card so a student who is feeling overwhelmed can let you know they need some time away from the action.
They might want to take their work to a quiet, safe space or go for a walk outdoors with a support person. Over time, you can work with your student so you both understand the triggers that might cause sensory overload as well as the signs that they may be beginning to experience overload.
Your plan should relate to the student’s IEP or support plan, so there can be a consistent approach to manage sensory needs across home, school and other settings.
Setting your students who have sensory needs up for success is important, and it can seem daunting at first.
With time and support, you can discover the best approaches to help manage the sensory load in your primary classroom – so everyone can learn and succeed.
Anne Vize is the author of Inclusive Education – Autism, published by Essential Resources in Australia and New Zealand.
