Module 1: Instructional Planning and Strategies

Visual and Auditory Needs in the Classroom

The classroom environment has a significant impact on learning. The strategies discussed in this section benefit all students.

Strategies for Visual Success

Students with visual sensory sensitivities can be distracted or overwhelmed by too much visual information. To reduce visual input in the classroom:

Use a minimalist approach to decorating your classroom
If possible, use cool, calm colours such as pale blue and green for walls, ceilings, and backgrounds
Consider the natural and artificial lighting sources in the room. Cover fluorescent lights with a light filter or use dim light bulbs if possible
Ensure light coming from the window does not overpower
Provide task lighting or tinted glasses to decrease brightness
Position the student at the front of the class, near the teacher
Keep desktop clear with only the materials needed
Keep the space the same, and use the same desk daily
Cover open shelves with solid curtains and use doors on cabinets
Use solid-coloured rugs and plain colour bins for organization

Other students might require enhanced visual stimulation. An example is when a flashlight is used to alert a student to where they need to look. Understanding the student’s individual needs will determine the best strategies.

Strategies for Auditory Success

Auditory sensory sensitivities can cause strong reactions or behaviours in response to unexpected or loud noises. Students can be distressed by sudden noises or distracted by everyday noises. Strategies to consider are:

When possible, provide advance warning for the student when there will be a fire alarm or other loud sound. Explain the reasons for these sounds
Prepare the student to enter a noisy environment
Put tennis balls on the feet of all the student’s chairs to glide without scraping
Seat your student away from hallway/bathroom entries, the pencil sharpener, fans, and heaters to minimize background noise
Teach the manners that speakers and listeners use in a conversation. One person talks at a time. Others listen quietly. A visual prompt (PDF) (e.g., “Whose turn?” card) is one strategy. Another strategy has the student who is speaking hold an object to indicate it is their turn
Use a volume level visual in the classroom (e.g., a traffic light or colour wheel with a black arrow to adjust). Volume levels in classrooms vary with different activities
Provide earplugs or noise cancelling headphones with soothing music (if helpful)
Reduce the volume or put a cover over the announcements speaker if it is too loud

Not all students with complex needs will require auditory levels to be reduced. Some students will require amplification to aid their learning. Knowing the student is key.