Impact on Sensory Issues Reference Grid

8/9/2019 Impact on Sensory Issues Reference Grid

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Impact on Sensory Issues in Autism on Learning

Tactile Processing Issues Responding to the

needs of pupils

Child is uncomfortable with light touch and can

become upset / aggressive if touched unepectedly!

A young person may be irritated by certain clothing eg

seams" labels

# $nsure the child is

seated near the bac%

and side of the class so

he can see others

moving towards him!

# Provide

appropriate des% space"

visual boundary may be

useful# &elineate the area

the child is to sit on

during 'Circle Time' or

floor wor% by using a

carpet tile (even better

give each child their

own tile so as not to

ma%e the one child

different)! $nsure others

are not sitting too close!

# $nsure the

child is either at the

front or the bac% of the

line for coming in/out

class! Allow the child to

be door monitor so he

can hold the door open

and all others can pass

through ahead of him!

# Arrange for the childto be allowed into the

dinner hall ahead of

their peers so he can

get sorted and seated

before the rush starts!

# *orewarn the child


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Child may not be able to regulate their temperature

e!g! not remove clothing when hot" wear warm clothing

in cold weather

Child may not indicate pain (e!g! even aafter nasty fall)

+ay avoid messy play" touching ba%ing

ingredients" getting hands dirty

before you touch him"

by saying his name firstand moving through his

visual field to reach him!

# &o not force the

child to participate in

messy play e!g! finger

painting etc! but allow

him alternatives such as

using a paintbrush!

# &iscuss with parents

and signpost toFalkirk

Council ASD

bookletswhich will give

ideas for supporting

children with activities of

everyday living!

# Support child to

recognise their own

needs through

appropriate support touderstand reasons

regarding e!g!safety /

health / social cues!

# ,e aware of need to

eert caution when

chec%ing for potential

in-uries as pain may not

be a useful indicator for

this child

# $ncourage different

types of messsy play to

desensitise gradually"

.se of gloves being
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aware of allergies to

certain materials

0isual Processing Issues Responding to the

needs of pupils with

AS&

Child finds bright lights uncomfortable# 1atural light is a

better option than strip

lighting" both from a

visual and auditoryperspective" so avoid

artificial light sources if

it is a bright day!

# Allow the child to

wear a s%ip cap2 if not

allowed in class then at

least allow him to use in

the playground and for

P$ classes being held

outside!

Child uses vision as a stimulus!

Child may have strong visual s%ills and may not be

able to 3screen out3irrelevant stimuli

# 4eep classroom

environment as clutter

free as possible! If your

preferred teaching style

is to have busy walls

then ensure the child

has a screened off

wor%station with high

sides" blan% walls and avisual timetable only!

# Allow the child some

small visual toys for

their sensory bo" that

he may play with during

timetabled 'sensory


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or may be 3hypervisual3 and see detail within the

environment will also have difficulty screenning outand focussing on tas%!

brea%s'!

# Try to reduce visual

stimulation in relation to

colour" patterns within

the environment to

prevent over

stimulation! Consider

e!g clothing" -ewellery

Auditory Processing Issues Responding to the


AS&

The child is easily distracted by loud or etraneous

noise!

# Shut doors or

windows to reduce

eternal noise!

# Prewarn the child

before any tests of the

fire alarm system!# Allow the child to

use headphones whilst

wor%ing!

# $ar plugs might help

in situations such as

assembly/dinner hall

etc! &uring assembly

ensure the child is

seated at the end of a

row" net to the

teacher/adult if possible!

# Reduce the amount

of electrical e5uipment

used during times of

concentration!

# The noise of a pencil


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on paper can be

uncomfortable and the

child may prefer to usea ballpoint pen!

The child hums constantly (either to bloc% out

etraneous noise or because he is see%ing auditory

input)!

# If the child needs to

hum to concentrate"

teach him to do so

5uietly! Position him in

class where he is less

distracting to others!

# 6iving the child a

vibrating toy to hold inthis hand whilst

wor%ing" or allowing him

to sit on a vibrating

cushion can reduce the

degree of humming!

7lfactory Processing Issues Responding to the


AS&

The child is sensitive to smell! # ,e aware that your

perfume or aftershave

might elicit an adverse

reaction in a child with

olfactory sensitivity!

# Avoid the use of air

fresheners etc in the

classroom!

# ,e aware of the

strong smells of some

cleaning products!

# ,e aware of use of

deodorants" particularly

after P$" as this may

lead to overstimulation


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and intense emotional

responses!

Taste (6ustatory System) Responding to the


AS&

Child may be restricted to a small number of foods

Child may be fearful of touching" smelling" lic%ing or

tasting a different type of food

# Introduce 'Fun with

food'sessions!

8ith no pressure to eat

the food" gradually with

gentle encouragement

involve child in

touching" passing"

smelling" washing"

cutting" lic%ing" tasting

ingredients!

+ovement Processing (0estibular system) Responding to the


AS&

Child may always be 3on the go3 and have difficulty

sitting still

# Provide opportunties

for regular movement

brea%s and gross motoractivities throught the

day

# Provide

opportunities when

appropriate for


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bouncing or -umping

activities e!g! smalltrampoline" space

hopper

# Playground activities

e!g! mon%ey bars"

swings" seesaws"

climbing frame

# +ove 'n sit (wobble)

cushion for use in

class

,ody Awareness Responding to the


AS&

Child may9

appear clumsy" heavy handed

fatigue more easily than other children

see%out something to lie on floor" des%

have poor grading of movement and force

find 'lining up' difficult

# Pushing / pulling or

play activities which

provide resistance

# Catching / throwing

activities

# Scooterboard / gym

ball

# Pushups / situps

# Pushing against a

wall / another person

# Resistance toys"

fidgets


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Concentration Issues Responding to the


AS&

The child needs to calm and focus! # 6et the whole class

to do 'chair pressups'

prior to any writing

activity!

# .se weighted

'wheatgerm bags' laid

over the child's %nees"

shoulders or bac% of the

nec% to provideadditional

proprioceptive input

during des% based

tas%s!

# :ave plenty

movement brea%s

throughout the day!

The child tends to roc% in chair or fidget! # Allow the child to

play with a fidget toywhilst wor%ing and

listening! Small %eyrings

or pencil toppers can be

a discreet way of

providing a 'fidget

opportunity'!

# Provide the child

with a '+ovin'sit'

cushion or allow them to

sit on a therapy ball

during periods when

intense concentration is

re5uired!

# :ave plenty

movement brea%s

throughout the day!


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# .se a '+ovin'sit' or

therapy ball as above!

# Carry out actionsongs ( e!g! ':ead"

Shoulders" 4nees and

Toes' or 'Alive" Alert"

Awa%e" $nthusiastic') as

a class activity prior to

periods of

concentration!

The child appears slouched or lethargic! # Precede any period

of sitting with a burst ofactive movement e!g!

star -umps" s%ipping etc!

7rganisational S%ills Responding to the


AS&

Children with autism benefit from structure and routine! # .se visual

timetables to enable the

child to %now whatcomes net!

# .se a timer for set

pieces of wor% and for

'sensory brea%s'!

# $nsure that trays

and wor%boo%s are

clearly labelled!

# *or secondary

school pupils ensure

that wor%boo%s"

timetables" school plans

and classroom doors

are colour coded

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Impact on Sensory Issues Reference Grid