Using Sensory Spaces Purposefully in Schools

 

 

 

 

 

Bee Ready Series - Behaviour

Using Sensory Spaces Purposefully in Schools

Webinar Description

A sensory room should be more than a colourful space, a reward, a break room or somewhere every class visits because it is their allocated time.

This webinar explores how sensory rooms can be used purposefully, safely and responsively, with the aim of supporting regulation, participation and readiness for learning. Participants will consider how to recognise individual sensory needs, select appropriate activities and observe whether sensory input is actually helping.

The session will also address a common school dilemma: “Our sensory room has a timetable and every class gets a scheduled slot – what should we do?” Rather than abandoning the timetable, we will explore ways of moving from scheduled access to purposeful access, including flexible use, individual sensory supports within the classroom, sensory circuits or movement opportunities, and differentiating what happens during a class sensory-room slot.

Learning Objectives

By the end of this webinar, participants will be able to:

1. Explain the purpose of a sensory room and distinguish purposeful sensory regulation from playtime, reward, behaviour management or simply providing a break.
2. Recognise that sensory needs are individual, identifying how different students may seek, avoid or respond differently to sensory input and why the same activity should not automatically be offered to everyone.
3. Use sensory-room equipment more intentionally, considering the purpose of different forms of sensory input and observing whether an activity supports regulation, participation and readiness for learning.
4. Review scheduled class access to sensory rooms, developing practical alternatives where a whole-class timetable is already in place, such as differentiated activities, flexible access based on need, classroom sensory strategies, movement breaks and monitoring whether the scheduled session is actually beneficial.

Facilitator: Magdalena Landziak

Magdalena is an advocate for special and inclusive education and an experienced SNA, with over 10 years of experience supporting children with additional needs in primary school settings. She works as a tutor delivering QQI Level 6 SNA courses and provides CPD training for various Education Centres across Ireland. Recognising the need for ongoing, tailored support for SNAs, Magdalena founded SNA Academy to deliver practical, research-informed training and resources. She is also the Editor of AMYGDALA - the First National Magazine for SNAs, sharing insights, strategies, and inspiration to enhance inclusive practice in schools. Recently, she launched her own podcast, From the Bottom of My Heart, creating a space for meaningful conversations, inspiring stories and diverse perspectives on education, inclusion, wellbeing and life experiences. Magdalena holds a Master’s degree in Inclusive Education and SEN, as well as a Postgraduate Certificate (level 9) in 21st Century Teaching and Learning from Trinity College Dublin. She is passionate about supporting children with additional needs and equally dedicated to sharing her knowledge, experience and practical strategies with SNAs and educators to promote meaningful inclusion and strengthen everyday practice. Through her social media platform, @sna_zone, she shares practical strategies, educational resources, professional insights and inspiration to support SNAs and educators in their everyday practice.