Abstract/Summary

Autistic children are known to be at risk for underperforming academically and there is a need for research investigating how we can better support their learning. Sensory reactivity differences are now part of the core diagnostic criteria for autism and can impact behaviour and response to environments. Sensory reactivity differences fall into three domains: hyperreactivity differences (a heightened response to stimuli), hyporeactivity (an under response to stimuli), and sensory seeking (a fascination or craving for a stimuli). There has so far been limited empirical research examining how sensory reactivity differences might be impacting classroom learning. Additionally, while we know that the environments we spend our time in can greatly impact us, there has been little research examining how the sensory environment might be impacting autistic students in the classroom. Thus, this thesis aimed to investigate the relationship between sensory reactivity differences, the classroom environment, and classroom behaviour of autistic children, particularly those with high support needs. The first study examined the relationship between directly observed sensory reactivity differences and classroom behaviour of 58 autistic students. The second study qualitatively investigated the views of school staff on classroom design for autistic students. The third study investigated how the sensory environment of classrooms is linked to classroom behaviour of 19 autistic students. The findings from this thesis showed a relationship between sensory reactivity differences and classroom behaviour. In particular, providing evidence that hyporeactivity differences may be the most influential and further research into the role of hyporeactivity differences is needed. The findings also suggest that classroom design is linked to sensory differences and behaviour. School staff discussed specific needs around classroom design, including aspects such as Building Layout, Indoor Environmental Quality and Interior Fnishings. Empirical research then suggested a potential relationship between increased temperature and a reduction in classroom behaviours that may facilitate learning, and increased sound level and greater engagement in behaviours that may impede learning. This thesis contributes to the lack of empirical literature regarding relationship between sensory reactivity differences, the classroom sensory environment and learning. While the findings may be preliminary, they may have implications for tailoring support in the classroom, informing design considerations and guiding the direction of future research.