Application to various settings

In teaching/learning/assessment situations:

Students with sensory processing challenges may struggle with traditional teaching methods and materials due to sensory issues. One way to be supportive is to offer digital or electronic versions of resources. This can help students with sensory processing challenges who may have difficulty handling or reading printed materials. By providing digital copies, these students can adjust settings such as font size, colour, and spacing to better suit their needs. Additionally, electronic materials can be accessed using assistive technologies such as screen readers, making them more accessible. Offering resources in advance to all allows the opportunity for students to familiarise themselves with the content.

Another approach is to support lecture recordings for students who have been recommended this as a reasonable accommodation.

By providing these options, students can review the content at their own pace and in a format that is more conducive to their learning preferences. This can be particularly helpful for students with sensory processing challenges who may benefit from multiple means of exposure to the material in order to fully grasp the concepts being taught, it is also useful for all students.

Other supportive strategies In the classroom setting:

• Support sensory breaks from class/between classes.
• Create a predictable environment i.e. let people know what to expect and when e.g. in today’s class we will cover…
• Offer accurate and timely information to create more certainty and support a feeling of safety. (Comprehensive assessment briefs, assessment schedules/calendars etc.).
• Use visual supports to back up verbal information.
• Break down activities into small manageable steps.
• Support alternative assessment options/adjustments for group work and presentations where students find these particularly challenging:
• Alternatives for presentations: allow student to  present to smaller group, just a chosen peer, just the lecturer or submit a pre-recorded presentation.
• Alternatives for group work: allow them to work continuously with those who they feel comfortable with or to do solo project.
• Accommodations for practicals: Additional practice time, allow the student go first, allow them choose their station to work at etc.
• Offer basket of fidgets in class, these can be passed around for anyone to use so it is normalised in class for all.
• Post on Moodle or speak to the class to tell them you are aware of sensory challenges and ways to support students e.g. you can post on Moodle that you support things such as wearing ear defenders in class. sensory breaks from class, you post as much information as possible in advance on Moodle, other information like some of the tips listed in this guide.

Application in other student-facing services/situations:

• Support sensory breaks.
• Create a predictable environment i.e. let people know what to expect and when e.g. when we meet we will discuss….
• Offer accurate and timely information to create more certainty and support a feeling of safety. (You will receive an email regarding this within 10 working days).
• Use visual supports to back up verbal information.
• Signposting if your area/service had specific times that tend to be busier/louder and conversely times that tend to be less busy/quieter.
• Sensory-friendly hours/appointments: dedicated times with minimal crowds, fidget tools provided, longer appointments if needed.
• Email/text reminders of appointments.
• Alternatives to in-person meetings e.g. by email or phone. Possibly meet outdoors.
• Visual Cues and Clear Expectations: Entering unfamiliar environments can heighten anxiety, a barrier that can be lowered with the right preparatory cues. Consider including photos of the area/office space on your webpage to provide a glimpse into where meeting/appointment will occur.
• Complementing these visuals with information on what to expect—from the initial meeting to any of the expected follow-up —further clarifies and demystifies the process.
• Signals of Acceptance: Visible cues, such as displaying the poster from this guide, helps to create a welcoming and supportive environment.
• Have a small basket of fidget tools visible. Having these sensory supports visible acknowledges your appreciation for the importance of sensory regulation and supports unmasking. Please see information later in this guide about the TUS Fidget Tool Library.

Other:

• Sensory map of building/campus to show sensory friendly spaces.
• Quiet/low distraction places to study.
• Sensory room