Sensory Input

By: Carmen Willings
teachingvisuallyimpaired.com
​Updated June 19, 2025
Students with visual impairments—and often those with additional sensory processing differences—may either perceive sensory information inaccurately or seek additional input to help them focus, regulate their emotions, or engage meaningfully with their environment. Difficulties in sensory processing can interfere with both functional daily living skills and academic participation. By intentionally incorporating sensory input strategies tailored to individual sensory profiles, educators can improve focus, reduce anxiety, and support cognitive and emotional regulation for students who are blind or visually impaired. 

Understanding Sensory Processing Differences

​Students may demonstrate one of the following sensory response patterns:
  • Hyporesponsive (under-responsive): May not notice sensory stimuli and seek stronger input to register sensations.
  • Hyperresponsive (over-responsive): May be easily overwhelmed by sensory stimuli and become agitated or avoidant.
Observing student behavior is key to identifying needs. The goal is to create a sensory-friendly environment that helps the student more effectively interpret, regulate, and organize sensory input from their environment.
Tip: Students who are under-responsive may benefit from alerting activities, while those who are over-responsive may require calming input.

​Tactual Input

Tactile input is critical for students who are blind or have low vision. Encourage active hand use and exploration of the hands and fingers as learning tools.
  • Provide a variety of textures (smooth, rough, sticky, squishy, bumpy).
  • Use sensory bins filled with rice, beans, water beads, or textured fabrics.
  • Offer tactile play with materials such as playdough, putty, or kinetic sand.
  • Incorporate deep touch input using weighted vests or blankets (under supervision).
  • Use hand massage or lotion routines for calming and tactual engagement.
  • Explore texture books and tactile graphics to support literacy and concept development.

​Proprioceptive Input

Proprioceptive input refers to awareness of the position and movement of the body. Activities that involve "heavy work" can be both organizing and calming for students who need sensory regulation.
  • Push/pull heavy items (e.g., laundry baskets, weighted carts).
  • Use resistance bands or wall push-ups.
  • Provide weighted lap pads during seated activities.
  • Include structured routines involving carrying, lifting, and squeezing.
  • Encourage movement through obstacle courses with crawling, jumping, or bear walks.

​Visual Input

Even for students with low vision, visual input should be considered carefully based on usable vision and preferences.
  • Reduce glare and increase contrast.
  • Use black backgrounds for better visibility of objects.
  • Offer low-visual stimulation areas for breaks (i.e., visually calming corners).
  • Provide gentle movement-based visuals such as lava lamps, glitter wands, or fiber-optic lights for calming effects.
  • Avoid overstimulating visuals in workspaces for students with photophobia or CVI (Cortical Visual Impairment).

​Gustatory Input (Taste)

Taste can be a powerful regulatory input, especially for students who seek oral stimulation.
  • Provide a variety of safe, flavored snacks or chewable items.
  • Use oral motor tools (e.g., chewy tubes) or gum if appropriate.
  • Integrate cooking and baking for multisensory engagement (also builds independence).
  • Offer frozen or sour foods to provide strong oral feedback for alerting purposes.

​Auditory Input

Auditory input is a primary access point for many students with visual impairments. However, students with auditory sensitivity may need support in managing environmental sounds.
  • Minimize background noise or use sound-dampening materials in classrooms.
  • Use soft instrumental music, white noise, or nature sounds for relaxation.
  • Provide noise-canceling headphones or ear defenders when needed.
  • Introduce rhythm activities (e.g., drumming, clapping) for alerting stimulation.

​Vestibular Input

Vestibular input relates to balance and movement of the head and body in space.
  • Use swings, rocking chairs, or therapy balls to provide gentle movement.
  • Incorporate activities like rolling, spinning, crawling, and bouncing.
  • Offer movement breaks between activities to help with transitions and focus.
  • Always monitor vestibular input closely, as overexposure can be dysregulating.

​Olfactory Input

Scent can trigger strong emotional and behavioral responses.
  • Use calming essential oils (e.g., lavender, chamomile) in diffusers or on cotton balls.
  • Include scent-based sensory materials like scented playdough or markers.
  • Be cautious of allergies or sensitivities—always check with families.
  • Incorporate scents into literacy activities by associating smells with story elements.

Calming Strategies

  • Teach mindfulness, deep breathing, or progressive muscle relaxation.
  • Create a sensory break area with soft lighting, calming sounds, and soothing materials.
  • Use fidget tools, weighted lap pads, or textured items for quiet regulation.
  • Allow for choice-making so the student can self-advocate when overwhelmed.

Suggested Materials

Other Useful Sensory Materials
  • Therapeutic putty, stress balls, sensory brushes
  • Chewelry (chewable jewelry)
  • Mini trampolines or therapy balls
  • Fidget kits or sensory boxes tailored to each student's preferences
  • Lotion and water-play routines to build sensory tolerance and hand engagement

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