Teach-Primary-18.3

64 | www.teachwire.net Alison Eason is head of the Additionally Resourced Provision (ARP) at Chalgrove Primary School. I DENT I FY I NG SENSORY TR I GGERS AND COMFORT FACTORS Sight: Check fluorescent lights for flickering, and consider installing well-fitting blinds or a dimmer switch. Make sure the room is not cluttered and that resources are clearly labelled with a visual cue (e.g. Widgit symbols). Sound: Keep equipment such as TVs and audio systems to a minimum, and switch computers off when they are not being used, as many autistic children can become dysregulated by small background noises. Taste: Make sure all adults are aware of pupils who are sensitive to certain tastes, and make adjustments when organising cooking activities. Give children the opportunity to gradually try lots of different flavours. Smell: For children who are sensitive to smells, explore ways to reorganise seating at lunchtime, or create a separate space where a child can eat. Be mindful of smells in the classroom environment, like cleaning products. Touch: Check the classroom for materials that might trigger a pupil's sensitivity to touch, such as dressing-up clothes or playdough, and find alternative activities. Investigate tactile experiences for children with under-sensitivity to touch, e.g. sensory stickers, weighted blankets and fidget toys. Balance: Ensure the environment is ordered and tidy, making it easier for a child with balance difficulties to navigate. If possible, include activities that can develop the sense of balance, such as dancing, playing on a rocking horse or swinging. Body awareness: Clear enough space for pupils to sit and move around comfortably, and encourage activities that will develop body awareness, like throwing and catching, and parachute games. symbols to help the children communicate their own views and ideas. Sometimes it’s possible to detect patterns of behaviour that indicate a child is particularly sensitive to one or two senses, such as taste and smell. Other children will show sensory differences right across the board. It doesn’t take too long to assess each child, but the insight the process gives you is worth its weight in gold. 3. Identify triggers and comfort factors With the information from the assessment, you can find out which aspects of the classroom may cause discomfort, anxiety or sensory overload for each of the pupils, and which elements could promote a calm learning environment for them. Walk around the classroom with a parent or another teacher. Observe the environment and the sensory stimuli, then address each of the senses in turn to see which elements can be adapted and how. If you have access to an occupational therapist, through your local authority or privately, they can support you with target setting and provide strategies to support the child both in school and at home. A sensory audit should give you a classroom that works for all pupils as well as catering fully for neurodivergent children. By implementing these reasonable adjustments, you will create an inclusive classroom and promote self-regulation at its heart. 4. Monitor improvements Once you have put the adaptations in place, set an initial trial period to measure the impact of the changes. Observe how autistic pupils respond, and gather feedback from teachers, support staff and parents. Based on this information, you’ll see which alterations are working and where additional adjustments are needed. It’s a good idea to conduct regular reviews and updates of the environment to ensure it is working effectively for the children and to address any changes, such as when a new child joins the class. 5. Get everyone on board I’m a firm believer in the importance of embedding good sensory practice throughout the school. It’s worth exploring training opportunities for teachers, staff and pupils to learn about the best way to support autistic children who have sensory differences. It’s also important to work with the whole school community to raise awareness about sensory differences and to keep parents informed about the sensory audit and the strategies you develop as a result of your research. TP