Tactile (touch) differences
Information and adjustments
The learner may have a strong aversion to particular materials or seek out touch. Flexible adjustments to the task or environment could include:
Being at the back or front of a line to reduce sensory pressure and support regulation.
A carpet space either at the front or the back to offer choice and control over proximity to others.
Adaptations to cloakroom arrangements e.g. peg at the end of the row to minimise crowding and sensory overload.
Early/later entry into and out of classroom/school/lunch hall/corridors to reduce stress during transitions.
Approaching the learner within their visual field to prevent startle responses and build trust.
Exploring sensory preferences of different floor surfaces/seating types. This supports focus by aligning with tactile preferences.
Provide sensory tools to meet tactile seeking needs. These may include:
Wobble cushion, resistance bands – Supports movement and sensory regulation.
Fidget tools – Aids concentration and reduces anxiety.
Weighted blankets – Provides calming deep pressure input.
Make adaptations to school uniform if there is sensitivity around fabrics and clothing to reduce discomfort and supports emotional wellbeing.