For SEN staff

Classroom sensory checklist.

Evaluate your classroom sensory environment. Based on Dunn's Sensory Profile (2014).

Visual

Lighting is adjustable or natural
Walls are not overloaded with posters
There is a visually clear zone for the student
Materials are organised with visual labels
No flickering fluorescent lights

Auditory

Noise level can be regulated
Headphones are available
Instructions are given clearly and slowly
Warning before loud noises (bell, alarm)
A quiet corner is accessible

Tactile

Various textures available (fidgets, putty)
Student can choose their seat
Personal space is respected in line and at desk
Writing tool options (thick pencil, grip)
Object manipulation allowed during listening

Movement

Movement breaks are scheduled
Student can stand without asking
Dynamic seating options (cushion, ball, standing desk)
Motor breaks allowed between activities
Space to move without disturbing others

Organisation

Visual schedule is visible
Transitions are anticipated verbally
Routines are established and predictable
Materials have fixed labelled places
Visual rules system exists

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Evidence: Sensory processing differences are more frequent in children with ASD (in a study of 281 children aged 3 to 6, 95% showed some; Tomchek & Dunn, 2007). The Sensory Profile 2 (Dunn, 2014) is a standardised test given by occupational therapists; this tool is not that, it is a log of observations. Sensory Integration Theory (Ayres, 1972) is a clinical theory, and studies of therapy based on it have limited support. Adjusting the classroom environment (noise, light, space) is a practical, low-risk measure (Hanft & Shepherd, 2016).

Dunn, W. (2014). Sensory Profile 2. Pearson. · Ayres, A.J. (1972). Sensory Integration and Learning Disorders. · Tomchek, S.D. & Dunn, W. (2007). Sensory processing in children with and without autism. Am. J. of Occupational Therapy, 61(2). · Hanft, B. & Shepherd, J. (2016). Collaborating for Student Success. AOTA.

Level of evidence: C (widespread practice, without solid evidence). Basis: Sensory processing differences in ASD (Tomchek & Dunn, 2007). It is not the Sensory Profile 2. Limits: It is a log of observations, not a standardised test. Classroom adjustments are practical; sensory integration therapy has limited support.

This tool is for guidance and educational purposes. It does not replace assessment by a qualified professional.

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