Me and Community

Overview

This 45-minute sensory story session is designed for reception children with SEND, specifically with cerebral palsy. Using the book We Are All Different by Twinkl, the session aims to enhance sensory engagement, communication, early social awareness, and inclusion. Activities link directly to the Early Years Foundation Stage (EYFS) framework, supporting Personal, Social and Emotional Development (PSED), Communication and Language (CL), and Physical Development (PD).

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Learning Objectives

By the end of the session, students will:

• Recognise and appreciate diversity within the community through sensory experiences. (PSED)
• Engage with tactile, auditory, and visual stimuli to support understanding of story themes. (CL, PD)
• Demonstrate early communication attempts using verbal or alternative methods. (CL)
• Participate in a supportive group setting to build social skills and confidence. (PSED)

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EYFS Links

• Personal, Social and Emotional Development: Making relationships, self-confidence and self-awareness.
• Communication and Language: Listening and attention, understanding, speaking.
• Physical Development: Moving and handling - develop control and coordination.
• Understanding the World: People and communities - recognising similarities and differences.

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Resources Required

• Book: We Are All Different by Twinkl (physical or digital version)
• Sensory props linked to story elements:
  • Fabric swatches with different textures (soft fur, smooth silk, rough burlap)
  • Items representing senses and diversity (small mirrors, scented play dough, bells, coloured scarves)
  • Large tactile pictures representing community helpers (police hat, fireman’s glove, nurse’s stethoscope)
• Soft cushions or mats for seating comfort
• Communication aids (e.g., symbol cards, voice output devices, simple sign language cue cards)
• Visual Schedule (with images) to outline session flow

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Session Plan

0-5 mins – Welcome and Warm-Up

• Greet children individually, use name cards or symbols.
• Use a simple hello song incorporating touch (e.g., gentle shoulder tap) to engage each child.
• Introduce the visual schedule: “Today we will meet different people and learn about what makes us special.”
• Sensory warm-up: Pass around soft fabric pieces, encourage children to feel and describe textures via words, signs, or gestures.

5-15 mins – Sensory Story Introduction

• Read We Are All Different slowly, pausing frequently. Use clear articulation and repetition.
• Support children with individual communication aids to indicate reactions or choices (e.g., thumbs up, voice output device).
• Show large tactile pictures of community helpers as they appear in the story; allow children to touch and explore these items.
• Use scent play dough matching story elements (e.g., lavender for calm, mint for freshness).

15-30 mins – Multi-Sensory Exploration Activities

Split children into two small groups (4 each), rotate after 7 mins.

Group 1:

• Sensory Texture Box: Explore the fabric swatches and textured objects linked to story characters. Encourage identifying differences and preferences. Use descriptive words/signs.

Group 2:

• Sound and Movement: Play gentle bells or recorded community sounds (police siren, fire engine, chatter). Use scarves to mimic movement related to each sound (e.g., waving like a fire engine). Assist children to move or respond in ways they can manage.

• Throughout, allow children to express feelings using communication aids; validate and model language.

30-40 mins – Group Reflection and Sharing

• Come together on mats in a circle.
• Use a “feeling wheel” with pictorial emotions; encourage children to select how they feel after story and activities.
• Reinforce “We are all different but all important!” message.
• Invite children to share (verbally, signing, or other AAC) one thing they liked, or one ‘difference’ they notice about themselves or others.

40-45 mins – Closing Routine

• Sing a simple goodbye song including all children’s names to reinforce inclusion.
• Offer a final sensory calming activity — e.g., gentle hand massage using scented lotion, or soft fabric swatch to hold while listening to calming music.
• Provide a visual “today we learned” card summarising key points for reinforcement.

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Differentiation and Inclusion Strategies

• Position children for optimal access (wheelchairs, standing frames) with support from assistants.
• Use multi-modal communication tailored to each child (signing, talking mats, switches).
• Encourage peer support to foster friendships and social understanding.
• Adjust sensory intensity depending on children’s tolerance (volume, texture firmness).
• Provide breaks and quiet corners for children needing sensory regulation.

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Assessment and Reflection

• Observe children’s engagement and communication attempts; record preferred sensory inputs.
• Use a simple checklist aligned with EYFS outcomes (e.g., attempts to communicate feelings, response to sensory stimuli, participation level).
• Reflect with teaching assistants on adaptations that worked well or need modification.
• Gather feedback from children’s families on continued themes at home.

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Extension Ideas

• Create a “Me and My Community” sensory book made by the children, with tactile pages representing family, friends, and helpers.
• Arrange visits or virtual calls from community helpers, with sensory props brought in to continue engagement.
• Incorporate technology such as tablets with interactive story apps built around diversity and community.

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This sensory story session combines direct curriculum links with personalised approaches that increase accessibility and inclusion, aiming to instil a lifelong appreciation of diversity in the children’s own community.