Supports
Calm spaces
The provision of calm spaces in the school environment is an important way to support sensory regulation for pupils who have a low threshold for sensory stimulation.
Readiness for learning
A student’s ability to engage in classroom learning is closely related to their sensory regulation.
School uniform policy
Pupils with tactile sensitivity might find the feeling of certain fabric against their skin uncomfortable or, in some cases, painful.
Sensory activity schedules
Initially developed by Pat Wilbarger in the ‘90s as “Sensory Diets”, Sensory Activity Schedules (SAS) provide regular sensory input to the child’s day by incorporating types of input that their body needs to be regulated.
Sensory paths
Sensory Paths, or sensory hallways, are designed to provide children who have sensory processing needs with increased opportunities for specific sensory stimuli.
Soft release policy
“Soft Release” came about in our school as an accidental consequence of measures trialled to reduce students contact during the Pandemic and also the initiative of our Student Leadership Team to remove the school bell at class change over.
Use of multisensory rooms
Multisensory rooms or spaces, traditionally known as Snoezelen™ Rooms, are dedicated spaces which usually provide increased visual, sound and tactile input.