In discussion with parent/carers, talk about the young person’s sensory preferences and dislikes in order to build a picture of their sensory needs. Gain the young person’s views: find out what works well for them and what is within their comfort zone.

Look at how the young person responds to the environment and make changes as appropriate e.g. lighting (i.e. reduce bright lights), noises and smells.

Ensure a One-page profile is in place and shared with all teaching and non-teaching staff. Ensure staff are aware why these adaptations are needed and that the young person does not receive consequences for engaging in sensory regulating behaviours or avoiding certain activities. 

Consideration of classroom environment, including low stimulus areas, use of Hessian backgrounds for displays, use of cream coloured paint for walls and plain soft furnishings. This reduces the likelihood of the classroom environment causing sensory overload. Including greenery around school for visual and sensory support.

Consideration of other environments within school, e.g. level of noise in assembly or preparation for upcoming environmental changes, such as the fire alarm or school play.

Opportunities for regulating activities throughout the school day, e.g. class mindfulness activities movement breaks (GoNoodle).

Introduce new activities or play equipment in a multi-sensory way to the young person e.g. by showing, listening, saying, looking, writing, drawing. 

Make use of resources such as:

·         Move ‘n’ sit cushions;

·         Busy legz;

·         Movement breaks;

·         Fiddle/fidget toys;

·         Ear defenders;

·         Wobble cushions;

·         Chewelry;

·         Putty;

·         Therabands;

·         Rocking chair;

·         Swings;

·         Stepping;

·         Visual support- sand pouring/liquids/sprinkling trays;

·         Peanut ball;

·         Dance Sack;

·         Liquid timer;

·         Sand timer;

·         Therapressure brush;

·         Gym/therapy ball;

·         Mini trampoline;

·         Body board;

·         Weighted blankets/coats/bags;

·         Cups and curly straws for oral feedback;

·         Messy play available in areas of provision;

·         Scented hand creams.

Considerations for good transitions between stages of education, and how to plan and prepare for these e.g. allowing the young person to have extra visits and ensure transfer of information. 

Development of a transition plan for young people moving between year groups, key stages, primary and secondary school, and on to Post 16 provision. 

Ensure staff understand that sensory needs are typical for autistic young people and also those that have experienced Developmental Trauma.

Useful videos to develop understanding of sensory processing difficulties:

-          Carly's cafe.

-          Can you make it to the end?  (National Autistic Society)

-          What is Sensory Processing Disorder?

Making Sense of Sensory Issues.