Multi-Sensory Approaches

Sensory learning approaches

At Rosslyn School, sensory learning underpins our approach to teaching and learning. For many of our learners, understanding and engaging with the world is achieved primarily through sensory experiences rather than through spoken or written language alone. We therefore create learning opportunities that are meaningful, accessible and personalised, enabling learners to develop understanding through vision, hearing, touch, movement, smell and taste.

We recognise that every learner processes sensory information differently. Some learners experience heightened sensory sensitivities that can impact on engagement, regulation and participation, while others require increased sensory input to support alertness, attention and understanding. Developing an in-depth understanding of each learner’s sensory profile is therefore fundamental to effective curriculum planning and delivery.

Sensory approaches are not viewed as separate activities but as an integral part of learning, communication, emotional regulation and wellbeing. Through collaboration with families and a range of professionals, we identify individual sensory needs and preferences, ensuring that personalised programmes and learning experiences are responsive, relevant and meaningful.

As part of our commitment to continuous improvement, we regularly reflect on and evaluate our practice. Through this process, we have strengthened our whole-school approach to multi-sensory learning by:

Slowing the pace of the school day to ensure learners have sufficient time to process, anticipate and respond.
Ensuring communication is presented at a level and pace appropriate to each learner’s developmental stage and communication profile.
Increasing the use of Objects of Reference to support understanding, anticipation and participation in daily routines and learning experiences.
Developing staff knowledge and consistent use of Canann Barrie (on body signing for visually impaired) to enhance communication and shared understanding.
Using repetition and predictable routines to support cognitive development, memory, anticipation and a sense of security.
Promoting child-led, play-based and exploratory learning opportunities that build upon learners’ interests, motivations and strengths.
Embedding sensory-rich experiences across all curriculum areas to maximise engagement and participation.

Our approach reflects the belief that learning occurs most effectively when learners feel safe, connected, regulated and actively involved in experiences that are meaningful to them.