Notice first. Choose together.

Sensory guides

Sensory responses are individual and can change with health, sleep, stress, surroundings and the activity. Use these ideas as prompts, not prescriptions.

A useful starting point

Offer two to four relevant choices, try one small change, then notice what the child communicates.

Five friendly doorways

A starting point, not a complete map of every sense

The characters organise selected areas: sight, sound, touch, movement and balance, taste and smell. Body position and pressure, and internal signals such as hunger, thirst, pain or needing the toilet, can matter too. Experiences can overlap, and the characters do not label or diagnose a child.

Before a sensory choice

Check the whole situation

First consider pain, illness, hunger, thirst, tiredness, toileting, safety, communication, demands and recent changes. Behaviour alone cannot tell us which factor is involved.

Lumi helps us explore

Sight, light and colour

Would a change to what you can see feel helpful?

Less light or move away from glare
More light, if that is what the child seeks
Fewer visible items or a calmer background
A preferred colour, familiar object or different place

Keep in mind: Avoid flashing, flickering or rapidly changing visuals. Never assume dimmer is always better.

Echo helps us explore

Sound and listening

Would a change to the sound around you feel helpful?

Quieter, farther away or a short break
A warning before a predictable sound
A familiar sound, voice or rhythm
More sound, at a safe and comfortable volume

Keep in mind: Do not force listening or remove a communication aid. Protect hearing and follow ordinary volume-safety guidance.

Breezy helps us explore

Touch and texture

Would a different touch, texture or amount of contact feel helpful?

No touch, more space or remove an irritating item
Soft, smooth, firm, fluffy, hard or another preferred texture
A different clothing layer, tool or way to hold something
More contact only when it is invited and can stop immediately

Keep in mind: Ask before touching. Do not prescribe pressure, weighted items or brushing through a general webpage.

Glimmer helps us explore

Movement and balance

Would moving differently—or becoming still—feel helpful?

Sit, stand, lie down or use a stable support
Walk slowly, stretch or change position
Run, jump or use bigger movement in a suitable safe space
Pause movement, take a break or move somewhere calmer

Keep in mind: Choose an age-appropriate, hazard-free space and use the supervision that child ordinarily needs.

Savor helps us explore

Taste and smell

Would a change to taste, smell or food texture feel helpful?

Move away from a strong smell or close a container
Keep a familiar food separate or offer a familiar utensil
Choose less, more, different or none—within safe available options
Explore by looking or smelling without pressure to taste

Keep in mind: Never pressure a child to taste or finish food. Allergy, choking, swallowing, nutrition or growth concerns need appropriate professional advice.

Communication counts in many forms

Accept “not sure”, “wait” and “finished”.

A child may communicate by speech, sign, gesture, pointing, AAC, facial expression, body movement, moving away—or not responding yet. Do not turn the activity into a test.

When more support is needed

Bring patterns, not conclusions.

Neutral notes about what happened before, the choice offered and what happened next can help a parent, school or appropriate professional understand participation needs. They are not a diagnosis.

Read our evidence and safety approach