Sensory-friendly learning: Strategies for inclusive classrooms
Inclusive education: The Australian context
Inclusion involves the right to participate in school culture and curriculum for all students. Inclusive education ensures that every student, including those with disabilities, can access, participate, and feel supported in their educational goals. Inclusive schools foster professional learning communities that empower teachers to implement best practices and utilise current, evidence-based strategies, facilitating optimal learning outcomes for students.
Inclusion for students with sensory sensitivities is very important for participation in education. This importance is increasingly being recognised in government policy discussions.
The 2022 Senate Select Committee on Autism suggested that all mainstream schools should strive to become inclusive, following universal design principles. They cited Springbank Secondary College as a successful example of this approach, demonstrating the positive outcomes achieved when schools commit to full inclusion.
The Commissioner for Children and Young People South Australia (pg. 8-9), relayed students’ reflections about the inclusive nature of their school: (pg. 8-9), relayed students’ reflections about the inclusive nature of their school:
The [disability] unit was never merged with mainstream and now they are merged and people treat them like normal and you won’t get that at a different school (Year 10-12 group).
This school allows everybody to be themselves … A myriad of schools squeeze students into a tiny little box, they want every individual student to act the same, dress the same, and function the same and if you go against that you’re ridiculed for it. This school allows students to be individuals and take their own direction in life. (Year 10-12 group).
There is no bullying happening since I’ve been here like my old school, no one has name called me. (Year 8-9 group).
– Quotes taken from Submission 88 to the Select Committee on Autism 2020.
The recommendations from the Select Committee on Autism reflect a broader commitment to enhance the capacity of our education system to provide inclusive learning experiences, a key priority outlined in Australia’s Disability Strategy 2021-2031. One aspect of inclusive education involves understanding and accommodating for sensory sensitivities, thereby creating a supportive environment for learning.
Sensory sensitivities in autism
Sensory differences are a core diagnostic criterion for autism. Autistic students may encounter challenges in interpreting and organising sensory input from their five senses: visual (sight), gustatory (taste), tactile (touch), auditory (hearing), and olfactory (smell) senses. Autistic students may perceive incoming sensory information as frightening or even painful, triggering heightened anxiety and distress behaviours. These sensitivities can significantly impact daily life, contributing to difficulties with sensory processing and creating unique sensory preferences or aversions. It is therefore crucial to have inclusive learning environments, including reasonable adjustments and tailored teaching strategies to support Autistic students’ full participation in their education.
Enabling success in education with the SENSIBLE approach
In 2022 OTARC Director Professor Alison Lane and colleagues delivered a Rapid Evidence Assessment (REA) of the literature about sensory processing challenges in schools (Unwin et al. 2022), commissioned by In 2022 OTARC Director Professor Alison Lane and colleagues delivered a Rapid Evidence Assessment (REA) of the literature about sensory processing challenges in schools (Unwin et al. 2022) commissioned by the Queensland Department of Education.
This review highlighted the significance of sensory issues in the classroom, including their impact on student behaviour and learning. It also revealed that many educators lacked the knowledge and evidence-informed strategies needed to address these challenges effectively (Lane & Leonard, 2023).
The 2024 review assessed the evidence for various sensory supports including:
- weighted vests
- alternative seating
- classroom amplification systems
- multisensory environments.
The findings of this review were clear:
There was a demand for comprehensive resources and training that could empower school staff to support students with sensory processing challenges effectively.
In response to these findings, we developed a unique best practice framework:
This approach aimed to provide educators, including teachers, learning support staff, allied health professionals (e.g. occupational therapists, physiotherapists), principals, and teacher’s aides, with a practical guide to better understand and address sensory processing challenges in the classroom, ensuring all students are included in education. The SENSIBLE approach provides guidance on the best ways to support students with sensory processing challenges at school. The five decision-making phases serve as a roadmap for inclusive education, encouraging evidence-informed practices by incorporating inclusive education principles to create a learning environment that accommodates sensory variations. This approach goes beyond individual teachers; it is designed to empower education teams within schools.
- Understanding needs
- Goal setting
- Strategy selection
- Strategy implementation
- Evaluation
Resources for change
To facilitate the implementation of the SENSIBLE approach, a suite of resources was developed. These resources include a flow-chart-style poster for decision-making, two web pages that explain sensory issues and inclusive education principles, and a manual outlining the overall approach. These materials are not only informative but also practical. Educators are provided with the tools they need to ensure that all students, regardless of their sensory processing challenges, have the opportunity to access education, participate actively, and achieve academic success.
Watch this space
The SENSIBLE approach is a groundbreaking initiative and is being rolled out in Queensland government schools. In 2025, OTARC will also develop resources to support training in this approach.
Other resources
Parents and teachers can use planning tools, such as the Positive Partnerships Planning tool. While it does not have the same intense focus on sensory challenges as the SENSIBLE approach, it can help to capture various aspects that contribute to success in education. These include:
- sensory processing
- executive function
- strengths and interests
- cultural and community connections
- self-care and independence skills
- social and communication skills.
Other resources for parents, caregivers and teachers
- Triple-A In the Classroom – An online learning resource for teachers, teaching assistants, SENCOs, and school leaders for supporting Autistic and neurodivergent pupils. Approx 1.5 to 2 hours.
- Student Wellbeing Hub – Autism resources: Providing support to children and young people, families and schools.
- Building connectedness and wellbeing for young adolescents on the autism spectrum
References
Unwin, K., Wales, K., Johnson, T., & Lane, A. (2022). Supporting Students with Sensory Processing Challenges: Rapid Evidence Assessment (REA). La Trobe University, Bundoora.
Lane, AE & Leonard, C (2023). A sensible Approach SENSory-Informed Best practices for LearningDecision-Making Framework Manual. Queensland Department of Education, Brisbane.
Acknowledgement
This content was presented to the Education and Health Standing Committee of Western Australia in response to the inquiry into support for Autistic children and young people in schools in Western Australia in 2023. Read the complete submission here [1.5MB].
United Nations Sustainable Development Goals This research contributes to the implementation of the following UN sustainable development goals.
This article was published in November 2024.
2 COMMENTS
Dear Sir/Madam, May I know if there are any ADOS-2 in person training scheduled for year 2025? I am a paediatrician and clinical fellow in developmental paediatrics from Malaysia. Thank you for your kind attention.
Hello, you can find out information regarding ADOS training on out websitehttps://www.latrobe.edu.au/otarc/training to join the wait list you can fill in this survey – https://redcap.latrobe.edu.au/redcap/surveys/?s=PMTFXMP4ALMXHE47