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

5. Space and movement

5.1 Spatial

Spaces can feel too open or too enclosed, too expansive or too congested, and what suits one individual may not be ideal for another. When a space feels too expansive it may be useful to introduce zones, small pockets and activity areas. A space that is too small for the purposes intended may require a wider assessment of alternative spaces and activities to ensure appropriate space is available. A variation in build and height of users should be considered alongside potential mobility aids as well as the variety of potential activities taking place.

5.2 Large spaces and opportunities for retreat

Large open playgrounds, social/dining spaces or halls offer good sightlines and natural supervision. However, they can feel busy, noisy, distracting, daunting and overwhelming for some people. Smaller pockets of space adjacent to large spaces can feel more protected, such as seating where someone can sit with their back to a wall, fence or planting without fear of being approached from behind, (place of prospect and refuge). This will also allow individuals to see others safely from a distance if they are not ready to socially engage.

5.3 Large spaces – zoning

Large open spaces can be particularly difficult to process as they are much more likely to be visually stimulating and provide sound distractions and echo, reducing speech clarity. When these types of spaces are busy, this can become overwhelming. Reducing the perceived scale of large spaces can be helpful, for example social spaces, dining, assembly and sports halls, may benefit from having portable/moveable screens (or curtains where appropriate) to create smaller areas or zones. If these are consistently positioned and used for certain activities, they will soon become familiar to learners. Where screens or curtains are not possible, other forms of marking boundaries between different space types can be helpful, such as a change in floor or ground surface finish by careful placement of interlocking vinyl or carpet squares (it is important to ensure these do not present a trip hazard or a barrier for wheelchair users). Acoustics are a very important consideration in larger spaces, see section 8 of this guide for further information.

5.4 Doors and gates

The general design and performance of doors is covered in regulations and technical standards, with additional recommendations in acoustic standards for sound performance, but the door handles are less mandated and can sometimes be a challenge. Doors or gates that are pull and push operated should only have a handle on the pull side to avoid confusion. Ironmongery should be intuitive to operate to operate for the intended users. Adding soft close to internal doors, including cupboards, is helpful. When replacing doors or gates, the addition of vision panels or openings gives opportunities to preview before entering a space which is helpful for many in reducing any apprehension.

5.5 Circulation spaces

Corridors, lobbies and alleyways are often very challenging as they can be long and unpredictable (if they do not have good sight lines) or can become busy and noisy. In addition to acoustic considerations, shorter links are welcomed, and identifying alternative quieter routes where these are available can be helpful. Sight lines are improved with chamfered corners or rounded/curved walls where these are possible to include, and wider routes that give plenty of space to move out of the way to avoid the crush are beneficial. Recessed areas to break up the space may be helpful.

Visually impaired people may use a long cane sweeping from side to side in front of them as they move, whereas other people with sight loss may rely on touching walls and furniture to guide themselves. Someone with a balance condition may need to support themselves by touching walls or furniture, or holding on for support as they move. There is no one way for users to interact with the environment around them, even if they experience similar challenges.

5.6 Movement and congestion

In situations where groups or classes move simultaneously through corridors or stairways, such as at lesson breaks, it may be useful to allow some people to move earlier to avoid noisy, crowded routes. For lunchtimes, (particularly in larger settings), busy queues could be avoided by having scheduling that is not tightly aligned to age groups and class. Some learning environments stagger times when people move around to reduce congestion and associated noise which can cause anxiety or have the option to pre-order food to reduce queue time and allow a dispersed dining experience. Similarly, some have a “no bell” approach which avoids sudden, loud noises which can increase stress.

5.7 Familiarity and stimulation

Some may find moving positions within a learning environment unsettling, while others will enjoy the fresh perspective and find this stimulating in a positive way. Allowing learners to choose gives some degree of user control.

Where older learners are required to move classrooms regularly, such as is often the case in secondary schools, it may be beneficial for some individuals to be able to choose a similar position in each classroom- for example, to avoid proximity to sources of noise or have position of prospect and refuge. It may also be helpful for some learners to have a seat near the door if escape to a quieter space is a regular need and this autonomy can be safely permitted.

5.8 Activity and movement

Regular physical movement is essential for some people in preventing dysregulation. Gym balls, or small trampolines sunk into the ground in appropriate locations can be beneficial but require a safe protected area with appropriate supervision. Markings on floors and external spaces can encourage movement by creating “stepping stones,” routes or games as appropriate.

For some children and young people, the ability to pace, swing arms, move and fidget, alongside stimming can be reassuring. Ensuring zoning and furniture positions are spatially uniform and give enough movement space will help accommodate these activities.

Places to dwell, such as a bench or a view outside, can help a child to transition between being very active and managing to sit relatively still for classwork. In addition to general whole class opportunities for movement, for some learners allowing mini-informal movement without disrupting the class is helpful. Furniture that allows some physical movement, such as a spin or wobble seat, or a chair that flexes, can be provided based upon need. Some people may find it challenging to “stand in line” or queue, and it may be useful to have an alternative option for those who need it.

Resources:

To find out more about individual typical space preferences (proxemics), see PAS6463 5.2.2.