A classroom sensory audit can be the difference between a calm and engaged class and an agitated and unproductive one. Even if you're unaware of sensory sensitivities in your students, there’s a good chance each of them will have preferences for how they learn, work, and engage with their peers. Conducting a sensory audit can highlight areas you need to:
- adjust, change or remove to reduce student overwhelm or distraction
- monitor for student responses
- create routines and spaces (such as calm spaces) in to facilitate self-regulation.
Here’s our step-by-step guide to conducting your own school and classroom sensory audits:
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Establish a foundational understanding of your students
The most important part of any sensory audit is establishing what your students need to learn, work and play successfully at school.
First, establish which students require adjustments, and when and how they need them. Do this by:
- Closely observing students during intense learning periods. Are they moving to concentrate? Are they irritated by light or noise? Are they secretly listening to music or chewing gum? Overall, what sensory input can you see they’re seeking or avoiding?
- Check with previous teachers and/or parents to determine any sensory sensitivities or prior adjustments used.
- Increase your knowledge of how over-sensitivity (hyper-sensitivity) and under-sensitivity (hyposensitivity) can look in a classroom environment. Read more about this in inclusionED’s teaching practice Meet students’ sensory needs for primary or secondary.
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Complete sensory audit
Next, complete a sensory audit of your school or classroom. We’ve developed a handy sensory audit checklist for primary and secondary school educators to help you quickly recognise and respond to potential sensory triggers.
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Implement adjustments or accommodations
Now you have an understanding of the types of adjustments and accommodations required to support your students with sensory preferences. Consider what tools you can make available or what routines you can put in place to meet your students' sensory needs. If implementing these requires additional resources, inform your school leadership.
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Observe and adjust
Once adjustments are in place, observe your students and the flow of your lessons for a few weeks. You may, for example, notice students reach for noise-cancelling headphones during intense periods of concentration or after lunch breaks. Or you may notice they request dimmed lighting after periods of physical activity.
Note your observations and document any changes in student productivity and engagement. Then adjust your sensory accommodations accordingly.
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Review periodically
Students on the autism spectrum can experience fluctuating capacity, where their ability to respond to stimuli changes over the day or weeks etc. Some days your sensory accommodations may not work as effectively to support student engagement. When this happens, it doesn’t mean all adjustments should be abandoned. Speak with your students and continue to observe them to determine what might be going on. Review your adjustments and make alterations when required.
By undertaking a sensory audit and making appropriate adjustments, you can support your neurodivergent students to achieve success in the classroom and increase their engagement in the learning process.