Helen Pedder’s recommendations for a place to calm down in times of sensory overload.
Autistic children can have heightened sensory responses to the world around them, such as extreme reactions to noise or glare. These can cause severe distress in an environment that most people consider normal. Such children need a place to calm down when their sensory input gets overloaded. Conversely, some autistic children are hyposensitive and benefit from additional stimulus.
Schools are busy, noisy environments, especially at arrival and leaving times, lunchtimes, class change and break times. Children with autism or sensory needs can find these parts of the routine particularly stressful. They may find socialising difficult, need more time to process information, and may find communication challenging.
Ideally, the whole school should be designed as an inclusive environment with an understanding of the needs of pupils with sensory needs. However, at a minimum, whether in an embedded unit in a school or in a specialist school, a place for retreat, offering calming or stimulating activities, can enable the child to reset, helping them to learn and participate in school life.
This sensory room can be used for a small group, or for an individual having one to one learning away from the classroom. It can be used to accommodate activities so individuals can be engaged separately or as a group. And it can be used for a small specialist class of up to eight children with their teaching support assistants.
The look and feel of the room should be easily and swiftly adaptable by the staff to suit differing requirements for specific individuals and occasions. It should have robust, sound deadened partition walling and ceilings to limit sound transfer between the adjacent classrooms and the sensory room. Natural timber (stained and fire treated) can provide the kind of finish which autistic people frequently find calming. Concealed heating, wiring, equipment and storage: reduces visual distraction and potential for damage. Low odour (low VOC) hard wearing finishes such as the carpet avoid the kind of off-gassing which can be distressing to those with a heightened sense of smell or sensitivity to chemicals. A cool, calm colour scheme such as blues and greens, avoiding strong colours and patterns which can be a stimulus or visually uncomfortable. Consider also options for aromatherapy.
Acoustic linings to the ceiling and upper walls reduce reverberation times. Noisy spaces are a common source of distress to autistic people. Electrically operated blackout blinds help cut out daylight or reduce glare from strong sun and shadow patterns. A simple informal layout with curved, padded, cleanable bench seating and mobile stools permits different group arrangements. There are no small spaces where children can hide, and the teachers have an overview of the whole space. A concealed sound system can support the desired mood.
Windows which open can permit natural ventilation and air circulation. Ideally the windows are out of reach to the children or have opening restrictors. Controls for all the lighting, heating and equipment are concealed, so staff can quickly and remotely adjust the appearance and performance of equipment in the room to tailor the activities available. Lighting settings are selected to give uplighting, downlighting or a combination of both. Indirect and dimmable lighting is best as this avoids glare and enables the room’s mood to be adjusted. Colour change wall wash lighting in addition to white lighting offers options. Careful selection of the light source and controls to avoid hum and flickering.
Projectors linked to a school’s internet resources for images or educational games on the walls (or interactive screens) can be programmed to go with a teaching theme or to suit a child’s particular interests. Sensory equipment built into the walls provides variety in the activities while avoiding a series of pieces of equipment sitting in the room where they could inhibit teaching activities or be damaged, so it’s useful to provide plenty of locked storage for additional equipment and padded blankets or sensory toys.
Sensory rooms can be vital in helping a child to be calmer and happier and thus more able to learn. In some specialist schools, children can self-select to use a sensory room, encouraging a level of independence and self awareness, and giving them some control over their sensory responses.
Helen Pedder
Helen Pedder is Director of Pedder & Scampton Architects, London.
Website: pedderscampton.com
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