Primary Classroom

Modifications

• Reduce visual stimulation in the classroom:
  • Use muted, natural colours.
  • Minimise the number of display boards, and avoid hanging displays from the ceiling.
  • Turn off whiteboard and computer when not in use.
  • Blinds on the windows.
  • Store resources and books in cupboards, or cover shelving with plain fabric to reduce distractions.
• Consider classroom acoustics and noises:
  • Ensure all chairs have rubber caps on the legs to prevent scraping sound.
  • Provide a carpeted area, blinds and cushions as this can assist with acoustics in the classroom.
  • Use a visual support to control noise from classmates i.e. showing  visually when noise levels are too high.
  • Use visual supports to gain attention, rather than shouting above noise in classroom.
  • Use visual supports to clarify instructions.
• Consider seating:
  • If student is sensitive to the accidental touch of others, ensure his/her chair is moved slightly away from others e.g. other side of a desk, while still being seated within the group.
  • When seated on the floor for circle time etc, provide a mat or cushion for the student to protect physical space from others.
  • If student is easily distracted, position seat away from windows and doors, and with a clear view of the whiteboard.
  • Reduce distractions by ensuring student is not directly facing a bright visual display board.
  • Ensure student is seated with two feet flat on the floor; chair should not be too high.

Supports

• Students who are easily overwhelmed in the classroom should have access to regular calm breaks, either within or outside the classroom. Some will prefer to stay in a quiet corner or pop-up tent, while others will need to leave the classroom for a break.
• Ensure access to a calm kit, which includes items that are regulating for the student e.g. ear defenders, fidget objects, Theraputty.
• Ensure student has a way to communicate if the classroom is becoming too overwhelming e.g. use of a visual support to indicate emotions or to request a calm break.
• If the student needs increased sensory input to attend and engage, provide a movement cushion (or other dynamic seating) and/or allow regular movement breaks, either within or outside the classroom.