Accessible Classrooms- An Auditory Audit

---

Consider a student you know has heightened sensory needs or sensory processing difficulties; when they walk into the classroom for their first session of the morning, they have no idea what is going to affect them and their learning, or how much. Sounds, smells, lighting, temperature, and more can immediately affect their ability to engage in the way they would like to and need to.

Without a consistent learning environment, this student will be on high alert before they even enter the room, let alone before they begin learning. Now consider this student having to enter four, five or six different learning environments each day, 20-30 each week… How much of their capacity to learn is already taken by inconsistency and uncertainty?

A full sensory audit covering lighting, acoustics, visual environment, temperature, smell and digital load is the answer here, but today we’re going to focus on the auditory factors that could be affecting your learners, and the steps you can take to improve your students’ experiences without needing to ask for half of the SEN budget.

What are the key aspects to consider with a sensory audit?

1. Any auditing needs to be done during school hours with the students in the classroom. This affects the noise within your room, the flow of traffic in the corridors, and any noise from neighbouring rooms.
2. Consult your students: not only do we all notice different noises and sounds, we experience them differently as well. The calm, rhythmic ticking of the clock might regulate my need to fidget and help me stay focused. The same clock, however, might make you need to spend the entire lesson hatching a plan to steal the batteries without anyone noticing.
   The audit is happening for the students; it will be much more effective if they can tell you exactly how their environment affects them.

How to Undertake The Auditory Audit

Time and Space

Throughout the week, sit in different spots in your classroom at different times of the day to gain a personal perspective on the auditory impact of your environment.

Things to listen out for include:

• Buzzing - from electrical items such as the whiteboard, laptops and other tech.
• Knocking - from blinds against the window, the swinging of legs, items outside in the wind, items on desks as students write or type.
• Wind - wind tunnels in corridors, items and plant pots outside, howling through cracks in the windows
• Voices - in your class, neighbouring classes, offices, playgrounds, PE sessions
• General classroom noise - scraping chairs, collecting resources, sharpeners, tapping, drink bottles, echoes and acoustics
• Your voice - how quickly, quietly, loudly, calmly do you talk?

Involve your students

You may carry out the audit yourself, present your findings and begin the conversation this way. Find out how many students noticed what you noticed, how it affects them, and whether there are other aspects you haven’t mentioned.

You may, however, ask the students to do their own audit, to pause and really listen to their environment and talk about the things they notice. Use the same prompts and explain how you will use the information they give you, so that it feels purposeful and helpful.

Consider simple, small and manageable fixes

• Class layout - whilst there are other sensory factors to consider, allowing students to work in a space where their auditory needs are met will remove unnecessary distraction and aid engagement.
• Switch off any electrical equipment when it isn’t in use.
• Close off any draughts to minimise knocking and howling sounds.
• Consider gentle background music - this can help take the edge off of general classroom noise such as drink bottles and collecting resources.
• Supply sets of noise-cancelling headphones
• Arrange items outside so that they don’t knock on anything or fall over
• Use tennis balls or other sound-dampening techniques on chair legs if the floor isn’t carpeted (the classroom below yours will thank you too)

Consider larger scale, budget eating fixes

• Acoustic panels - 2 panels in each classroom will soften acoustics, prevent echoes, and create a softer, more harmonious environment.
• Carpet the floors, including corridors.
• Soundproof windows
• Soft furnishings, such as bean bags, provide an alternative seating option and help absorb noise and reduce echoes.

These suggestions reflect the need to make classrooms accessible to all students.