Sensory-Friendly Classroom Audit
Use fictional examples. Leave out diagnoses, medical information, names, passwords and contact details.
Learning goal: Identify environmental barriers without forcing sensory exposure.
Competing sounds and glare interfere with a learner’s design work. Inspect noise, flicker, glare, smells, visual clutter, crowding and chosen quiet-space access. Use a fictional or de-identified example here; the learner controls what to share.
- Use a fictional example or discuss the situation without identifying a child.
- Complete each planning section with the learner’s choices at the center.
- Select one feasible change, who will provide it and when you will check it.
- Keep any completed paper privately; do not use it to diagnose, rank or label a learner.
Grades 3–5 support: Use the prompts and examples, or explain your ideas in your own way. Ask for words, a scribe or one direction at a time.
Understand the goal and access
Inspect noise, flicker, glare, smells, visual clutter, crowding and chosen quiet-space access. Separate the thinking goal from an access barrier.
Meaningful learning goal or interest
Barrier or preference to check with the learner
Sensory-Friendly Classroom Audit
Choose an action together
Invite the learner’s response in their preferred communication mode. Choose one feasible change and an adult responsibility.
Learner’s choice or question
Support action, responsible adult and timing
Optional deeper thinking · Grades 6–8
Compare two support choices for the same intellectually demanding goal and identify how the learner’s preferences shape the decision.
Sensory-Friendly Classroom Audit
Review and keep it respectful
Individualize changes; never force exposure or withhold reasonable support as a reward. Decide how you will check the support with the learner, not just compliance or speed.
Evidence of access or participation to look for
Review question and next adjustment
My next step
What will I try, and who can support it? Write, draw, dictate, sign or use AAC.
Sensory-Friendly Classroom Audit
Accessibility & alternative responses
Use selectable text, clear headings, AAC/partner-assisted participation, read-aloud or large print as chosen. Keep completed plans private; no diagnosis or medical details are needed.
Teacher facilitation
Inspect noise, flicker, glare, smells, visual clutter, crowding and chosen quiet-space access. Individualize changes; never force exposure or withhold reasonable support as a reward.
Specialist formats
These printouts are not Braille. Embossed Braille and specialist tactile materials need qualified, technically validated production. The accessible digital version supplies structured text, not a specialist-format substitute.