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

11. Furniture, fixtures and equipment

The items placed within an environment, outside or inside, can completely change the way the space is used and impact significantly on the sensory experience.

11.1 Furniture

• Furniture made from natural materials such as stone plinths or timber benches/tables are more therapeutic than plastic or metal, which can feel sticky and uncomfortable in hot weather conditions;
• White surfaces, such as desks and counters, should be avoided for focus work, as they can reflect light. A medium tone such as a light blue or gentle green is helpful for eye comfort. (Desk mats can be added to existing desks to change the colour and texture);
• Furniture should visually contrast from the surfaces it is seen against as this will reduce knocks and bumps. (see section 10 for further information on colour and contrast);
• Modular lightweight wheeled tables and desks allow easy reconfiguration for activities or variation in spacing for someone who is impacted by close proximity;
• Rounded corners are helpful in preventing injury, especially for people who tend to bump into furniture.

11.2 Seating

• Having a variety of seat types is recommended;
• Some seats or recesses (nooks) are beneficial;
• Lightweight stackable seating allows space to be cleared easily when activities change;
• Providing floor cushions or bean bags in a quiet corner can contribute to a welcomed retreat when needed, especially if there is not a dedicated quiet room to escape to;
• Chair backs that allow a little movement (flex) can be beneficial. Existing chairs that do not have this, can be adapted by adding a cushion, wobble seat pad and/or having an elastic band around the chair legs to give feedback to the user (grounding);
• Seating (and/or desks) with high sides can reduce visual distraction and potentially include absorptive materials to reduce noise;
• Adding pads to the bottom of chair and table legs avoids unwelcomed scraping sound on hard floors.

11.3 Fixtures

• When acquiring new products, avoid shiny reflective finishes, for example choose play equipment that is matt or timber, worktops or tables with a low sheen finish, and chrome and stainless-steel door handles or taps should be brushed finish not polished. (See section 10 for more about reflective finishes);
• Some people may use devices such as tablets or laptops for most of their written work. Desks that have integral sockets enable learners with assistive aids such as laptops, headphones and assistive listening devices freedom to sit anywhere in the class without introducing trailing cables;
• Localised storage for teaching materials and personal effects such as coats, shoes and assistive aids can add orderliness and minimise clutter. It also ensures that aids and equipment are close at hand and can easily be brought into use;
• Building an intentional space into a storage wall that is left partially open can be an inviting place to curl up and may help someone to regulate and calm themselves. It is often important to maintain sightlines so integrating opportunities for cosy, quieter nooks, where staff can supervise casually is beneficial.

Clarity

Layout, rounded corners and visual contrast makes spaces easier to navigate. Enclosed storage reduces visual clutter.

Choice

Socket positioning, and modular moveable furniture provides choices to be made on layout and application.

Calm

Softer finishes feel welcoming and help acoustics, floor cushions feel more grounded and safer.

Resources:

PAS6463 section 13 Fixtures Fittings and Furniture