The sensory school: working with teachers, parents and pupils to create good sensory conditions

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Martin, N., Milton, D., Krupa, J., Brett, S., Bulman, K., Callow, D., Copeland, F., Cunningham, L., Ellis, W. R., Harvey, T., Moranska, M., Roach, R., & Wilmot, S. (2019). The sensory school: working with teachers, parents and pupils to create good sensory conditions. Advances in Autism, 5(2), 131-140. https://doi.org/10.1108/aia-09-2018-0034

Publication date: 21 Mar 2019 Added to AutiHub: 6 Jul 2026 Type: Article Article language: English
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Authors

Publication authors
13
Publication authors identified as autistic
1 / 13 (7.7%)
  1. Nicola Martin
  2. Damian Milton *
  3. Joanna Krupa
  4. Sally Brett
  5. Kim Bulman
  1. Danielle Callow
  2. Fiona Copeland
  3. Laura Cunningham
  4. Wendy R. Ellis
  5. Tina Harvey
  1. Monika Moranska
  2. Rebecca Roach
  3. Seanne Wilmot

Abstract

Purpose An alliance of schools and researchers formed a collaborative community of practice in order to understand and improve the sensory school environment for pupils on the autistic spectrum, and incorporate the findings into school improvement planning. The paper aims to discuss this issue. Design/methodology/approach Representatives of special and mainstream schools in South London and a team of researchers formed the project team, including an autistic researcher. The researchers and a named staff member from each of the schools met regularly over the course of 18 months in order to work on an iterative process to improve the sensory experience pupils had of the school environment. Each school completed sensory audits and observations, and was visited by members of the research team. Parents were involved via meetings with the research team and two conferences were organised to share findings. Findings Useful outcomes included: developing and sharing of good practice between schools; opportunities for parents of autistic pupils to discuss their concerns, particularly with someone with insider perspective; and exploration of creative ways to achieve pupil involvement and the idea that good autism practice has the potential to benefit all pupils. A resource pack was produced for the schools to access. Plans are in place to revisit the initiative in 12 months’ time in order to ascertain whether there have been long-term benefits. Originality/value Projects building communities of practice involving autistic people as core team members are rare, yet feedback from those involved in the project showed this to be a key aspect of shared learning.

Bibliography cited by this reference

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Bibliography inclusion overview

These indicators describe the cited bibliography imported for this publication. Cited-reference metrics use the cited-reference total as denominator. Cited-author metrics state whether they use all cited-author occurrences or only occurrences linked to authors already integrated in the AutiHub database. They use cached links between cited authors and authors integrated in the AutiHub database. Last computed: 16 Aug 2026 11:31.

Cited references
41
Total cited references integrated for this publication.
Cited references with an identified autistic author
4 / 41 (9.8%)
Cited author occurrences identified as autistic
6 / 51 (11.8%)
Among occurrences linked to AutiHub author records: 6 / 15 (40.0%). Distinct cited authors identified as autistic: 4 / 45 (8.9%).
Cited author occurrences linked to AutiHub author records
15 / 51 (29.4%)
Distinct linked cited authors: 9 / 45 (20.0%)
Linked cited-author occurrences not identified as autistic
9 / 15 (60.0%)
Among linked cited-author occurrences only. Across all cited-author occurrences: 9 / 51 (17.6%). Distinct linked cited authors not identified as autistic: 5 / 9 (55.6%).
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