Many autistic children, and some children with other differences, experience sensory information very differently. A flickering light, a ringing bell or the smell of a crowded canteen can be painful or overwhelming, and the distress can show up as behaviour. The National Autistic Society notes that sensory differences can affect behaviour as well as a child’s wellbeing at school, and that schools can make adjustments to reduce anxiety.
Every child is different, so watch your child, ask them if you can, and treat this list as a menu, not a rulebook. You can print this page and tick what applies.
Light
- Use natural light where possible, and avoid harsh or flickering lights. Lights that can be dimmed are helpful.
- Reduce glare from windows and shiny surfaces.
- Offer a seat away from the brightest light.
Sound
- Keep classroom noise down, and reduce equipment noise where you can. Soft furnishings help.
- Warn children before a loud noise, such as a bell, an assembly or a drill.
- Agree a plan for when noise becomes too much, such as a signal to leave for a quiet space.
- Consider headphones or ear defenders when a child chooses to use them.
Smell and touch
- Keep strong smells to a minimum, such as cleaning products, perfume and food.
- Be flexible about uniform and footwear where fabric, ties, belts or tight shoes cause distress.
- Allow typed work if handwriting is painful or tiring.
Seating and space
- Make seating comfortable. Some children do better with flexible or movement-friendly seating.
- Choose each child’s seat with the “micro-environments” of the room in mind: lighting, temperature, noise, and the view of the board.
- Keep the room orderly and not cluttered, and mark areas clearly for different activities.
- Reduce busy wall displays near the child’s seat.
Movement and breaks
- Build learning breaks into the daily routine, so the child does not have to ask in a crisis.
- Provide a calm space in or near the classroom with little sensory input.
- Allow movement, such as standing, stretching or a short walk with a task.
Busy times and places
- Look at the corridor, the canteen, assembly, queues and the playground. They are often the hardest parts of the day.
- Let the child leave class slightly earlier or later to avoid the crowd.
- Prepare the child for changes with a visual schedule.
Help the child understand their own needs
- Teach words or signals for “too loud”, “too bright” and “I need a break”.
- Listen to what the child says, and believe it.
- Review adjustments regularly. Needs change.
Making it official
If an adjustment helps, ask for it to be written into the IEP so that it does not depend on one teacher. See how to prepare for an IEP meeting. In India, the Rights of Persons with Disabilities Act, 2016 expects schools to provide reasonable accommodation according to the individual’s requirements (Section 16).
See also: Meltdowns and shutdowns: what they are and what helps.
Sources
- National Autistic Society, Reasonable adjustments for autistic pupils’ sensory differences.
- Autism Education Trust, national standards and sensory audit for schools and classrooms.
- Autism Outreach (POPARD), Sensory processing in the school environment.
- Government of India, The Rights of Persons with Disabilities Act, 2016, Section 16.
This guide is general information, not legal, medical or professional advice. If something here does not match your situation, please speak to a qualified professional.