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District pilots multi‑sensory rooms at two elementary schools to support autistic students
Summary
Presenters described newly completed multi‑sensory environments at Richborough and Solfinestone Elementary that the district says will support regulation, learning and connection when used by trained companions; staff emphasized training and accountability are required.
County‑appointed presenters described two multi‑sensory environments installed for the district's autistic support (AS) programs, saying the rooms are designed to support regulation, learning and social connection rather than act as 'quiet' or 'time‑out' spaces.
One presenter, who identified professional and personal experience with autism, said the rooms "support regulation ... learning ... and connection" and stressed that the environment is meant to be used with trained companions (therapists, teachers, instructional assistants). Another presenter described vendor partnerships and a contract‑style relationship with suppliers and said the two pilot rooms at Richborough and Solfinestone were chosen because those schools have the largest AS populations.
Board members asked whether the rooms are available only to students with sensory needs spelled out in IEPs; staff said use depends on individual needs and IEPs, and teachers or staff may request a sensory break for a student even if it is not written in the IEP.
The district described plans to train staff (OTs, speech therapists, instructional assistants and teachers) on purposeful use of the rooms and said the pilot will inform decisions about expanding this model to other schools.
