Sensory approaches to learning at Amwell view School

INTENT

By using a multi-sensory approach to learning, we intend for students to become fully immersed within a sensory experience, allowing the pupils to develop their sensory, cognitive, communication and problem solving skills in a range of contexts.

IMPLEMENTATION

At Amwell View School, we do this a number of different ways.

We have a state of the art sensory studio with four separate areas to learn in, containing switch operated bubbles tubes, fibre optics, Magic Carpet, Magic Room and Magic Mirror. This allows the pupils to develop their understanding of cause and effect and their ability to have control over their environment.

Visual boxes containing assorted highly stimulating resources, lights and torches, and Hearing boxes containing assorted sound makers, are available to develop visual and auditory discrimination skills

A sensory story is set up in the sensory studio each half term. This fully immersive experience contains resources, activities and experiences that focus on the seven different senses.

A sensory circuit is in place around the sensory studio providing structure and routine for those pupils who need it. Two activities change within the circuit each term, which helps pupil’s accept change within the safety of a familiar setting.

Sensory integration resources, such as weighted blankets and jackets, twiddle toys, wobble stools, and cushions, trampolines and individual timetables are in place for those pupils who require support to access their everyday learning.

We use a variety of activities, including Tacpac, Music and Movement, Sherborne Movement, Hydrotherapy, Rebound Therapy, postural management and discreet Physiotherapy sessions to encourage physical orientation, position tolerance and mobility skills. We work alongside external Advisory Teachers regarding mobility training and cane use for those pupils with a visual impairment and Advisory Teachers who support pupils with VI, HI and MSI.

There is lots of repetition within learning opportunities to help pupils to learn to anticipate and communicate their likes and dislikes. Staff are able to interpret pupil’s facial expression, movements and reactions to give meaning to the responses seen.

We have access to SALT to provide support and guidance to allow class staff to use communication aids, including switches, E-Tran Frames and Eye Gaze confidently within practical everyday activities to develop everyone’s communication skills.

We have one mixed age class for those pupils who require a complete sensory approach to all of their learning, working at a slower pace, allowing time for the pupils to engage, interact and respond to the learning opportunities offered.

IMPACT

Teaching through an exciting sensory-based curriculum exposes pupils to a range of multisensory experiences, appropriate to their individual learning needs. These experiences enable pupils to develop their explorative, cognitive, and choice-making skills in a range of contexts, by providing rich and layered sensory information to learn from.

This sensory approach to learning fosters their understanding of the world around them, including time, space and routine. Pupils learn to explore, communicate and have ownership of their environment developing life-long anticipatory, engagement and communication skills.

Staff support pupils regulate when dysregulated through the use sensory integration strategies. Through exposure to structured sensory stimuli across the curriculum and in sensory diets, pupils learn to regulate their senses independently or with staff support as required.