Sensory Disabilities in the Music Classroom

 

Sensory Disabilities in the Music Classroom


What are Sensory Disabilities?

Music classrooms are often a place where students can come together, find a place of belonging and community, and enjoy artistic peace and expression. However, for some students, the music classroom can be incredibly overwhelming. Students with disabilities that fall under the Sensory Domain usually struggle with impairments in vision and hearing and a sensitivity to sounds, sights, touch, smell, and/or taste. These students may struggle to even be able to identify or communicate what they are experiencing when in a sensory overload. It is estimated that 5-16% of the general population has symptoms associated with sensory processing disorder. Though I never had a formal diagnosis or accommodation in school, as an adult I've finally been able to recognize and name my own sensitivities with sensory input that can often accompany my anxiety disorder. I now have the tools and language to recognize sensory issues like sensitivity to bright light or overwhelming sound and can utilize strategies to get through those moments - but that often may not be true for the students we teach. 

What do Sensory Disabilities look like in the classroom?

Some students may have sensory issues from birth that accompany their disabilities, and others can develop sensitivities through their childhood for various reasons. In the classroom, students can present in a very visible and audible way when they are overwhelmed - we often associate this with "poor behavior" and spend the class correcting the student rather than ever knowing what's wrong. Alternatively, some students may shut down when overwhelmed and teachers may never even know they were struggling because there was no outward expression. Understanding where the behavior comes from and is influenced by can help us help out students navigate working through their sensory sensitivities.



Sensory Strategies

In order to best support our students with disabilities falling into the Sensory Domain, there are several ways we can provide an environment for our students to thrive in.

  • For students with vision challenges...
    • Benefit from increased aural input during instruction and assessment
    • Increased font size, color, etc. (the Big Four!)
    • Visual Sensitivity
      • Hypo-sensitive - student may focus on things we don't want them to; give the a fidget or something to focus on to keep them engaged
      • Hyper-sensitive - what the student is seeing may be overwhelming, they look away - remember they probably aren't ignoring you, just trying to focus in their own way.
  • For students with hearing challenges...
    • Be aware of the degree of hearing loss and what adaptive devices can be used to help the student (microphone, closer seating, etc.)
    • Visual cues can make a huge difference for all kids of learners - consider using them more regularly in your teaching.
    • Know what signs each student has when sounds become too much
      • Work with audiologists and/or special educators for guidance. Observe the student in other class settings to see what may or may not work for them.
    • Auditory Sensitivity
      • Hypo-sensitive - student may "zone out" or not participate, sound is too overwhelming or muddled; consider frequent check-ins with student to keep them on task or engaged 
      • Hyper-sensitive - loud noises are too much and avoided, triggering poor behavior choices; have that student be the "sound engineer" and help them learn to articulate their needs for volume levels. Student can also have preferential seating based on where their hearing needs are best met.
  • For students with general sensory sensitivities
    • Be wary of TOO MANY colors, sounds, textures in classroom materials/decorations etc. to make learning and the environment more safe for all types of learners.
    • Taste and smell can often be overlooked - beware of overly fragrant sprays or air-fresheners, perfume, etc. - some students benefit from a sachet or essential oil or other smelly things to use as a safe fragrance when feeling overwhelmed. A piece of candy or safe snack can help remedy issues with taste sensitivities.
There is no one way to care for and support a student and their sensory needs or triggers. As with all our students with differences and disabilities, it is important to get to know that student and what does or does not work for them in their various settings around the school  in order to glean a sense of what helps that student feel safe and successful. It's also important to remember that while we often expect or can recognize students with sensitivities that present in a big way, many more students may be falling through the sensory cracks if their sensitivities cause them to shut down or seem quiet and withdrawn. 

In general, it is absolutely beneficial to always keep a finger on the pulse of your classroom environment, looking out for areas that can be too loud and offering quiet zones, offering preferential seating based on light/sound, keeping materials neutral for some or big and bright for others, and on and on. I highly recommend reading through some of the links below for specific strategies with each sense and how you can help make your music classroom continue to be a place of peace, joy, and musical exploration!



Awesome Resources to Explore!



Comments

  1. William StoneApril 3, 2026 at 9:58 AM

    This blog in particular has been very unique because it breaks down the senses into easy to read sections that allow for easier processing. Different font sizes were used and you put into practice what you were talking about in the blog. The resources at the end were a very big help to wrap up what was explained and helped to improve my own teaching in areas that I am weak in fundamentals.

    ReplyDelete
  2. Seth ShieldsApril 9, 2026 at 11:52 AM

    Madison,

    I've always known about sensory disabilities, but I don't think I've known just how easily one could be overwhelmed. Obviously I know about noise cancelling headphones, but the other options and solutions you offered was fantastic and very helpful!

    I have always wanted to have a "quiet corner" type space, but I have NO idea how to start one without some students overusing it just to get out of work/playing. Do you have any advice on how to start a quiet space in the classroom? Any rules of engagement that could make sure that the space is used as it is meant to?

    ReplyDelete
    Replies
    1. Madison ParrottApril 14, 2026 at 5:25 PM

      The quiet corner dilemma is one I am wary of as well. Some things I've seen other teachers find success with is having a timer for the corner, particularly a visual one, so the students have a check-in point with you or a reminder to re-join the class. I would also try just having a few calming fidgets rather than just toys or iPads that kids may be more inclined to abuse. Having a clear expectations and rules for the space can help set boundaries early. If students start to overuse the space perhaps have passes (only one break per class, two per week etc) to limit use for each student, and having conversations with that student to reset expectations and collaborate on solutions.

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  3. Sharon G. DavisApril 14, 2026 at 12:32 PM

    Great information here, Madison. I think the important thing for teachers to know is that these kinds of learning differences and disabilities can manifest in completely different ways than other domains. We need to be sensitive to the student that appears to shut down or disengage. Great links and information as well.

    ReplyDelete
  4. bedetrickApril 16, 2026 at 12:06 AM

    Great post, Madison. I especially appreciate the different ways you present information to maximize understanding. The table with all the senses was particularly helpful because I'm sure we can all recognize many people (including ourselves) that are constantly being under- and overstimulated every day! It's a helpful reminder that everyone's experiences are unique and we get into trouble when we assume or force behavior without trying to understand it.
    Last thing is that I appreciate what you said about how your classroom looks. I know that it shouldn't be "too" busy looking, but I've also worked with colleagues that are too minimalistic, in my opinion. It's tricky, because no classroom or situation will be the best for all students, but we can always show students that they are seen and that we care.

    ReplyDelete

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