Additional support for learning: sensory-inclusive learning environments - guidance

1. Foreword

Scotland’s vision is clear: to give everyone the skills and opportunities they need to thrive at every stage of learning and in every part of the country. Children, young people and learners of all ages reaching their full potential in life and work is not just a goal; it’s a national priority.

Inspired by the Additional Support for Learning Parliamentary Inquiry which highlighted the importance of physical learning environments on user experiences, this guide has been collaboratively developed with a wide range of stakeholders. This included pupil representatives, teachers, parents, designers, local authorities, academics, charities and support groups.

The design and operation of the places where we learn can make a real difference to whether some learners feel able to participate fully, and to how their teachers and support staff are best able to support and nurture learners. This guide aims to increase awareness of how some people can experience environments with intensity and suggests sensory adaptations and accommodations to physical environments and activities to allow everyone to thrive.

While the focus of this non-technical guide is on the teaching and learning experience, many schools and learning environments are used as a community resource too. Creating a neuro-affirmative and sensory inclusive learning environment will also enhance the experience for wider uses by members of the public using the space for community, sport and leisure activities.

I would like to thank all of those who have contributed to the creation of this guide which provides an informative and useful resource to improve understanding of sensory differences and create physical environments which enhance learning and teaching experiences for everyone.