Classes, performances, sports, and recreational events differ in their sounds and participation requirements. Useful planning starts with information about the particular event and the choices available to the person attending.
Choose options with the person who needs them. These are discussion ideas to adapt, not requirements to apply as a package.
Ask what to expect
Request information about audience behavior, food, equipment, music, announcements, and other expected sounds. Ask whether there are smaller sessions or quieter times. Describe the event accurately; do not promise that a session is trigger-free.
Seating, exits, and breaks
Discuss seats farther from likely triggers and access to a suitable exit. Confirm the re-entry policy before leaving: some events restrict entry during a performance or activity. Identify any retreat space and ask how to reach it.
Classes and group activities
Options may include different group arrangements, planned breaks, a smaller session, or another participation format. Agree how someone will receive instructions and stay involved. For sports or practical activities, discuss the task’s communication and safety needs.
Devices and alternative formats
Headphones or hearing protection may be an option when safe and compatible with the activity. Where offered, recordings or remote attendance can provide another route to participation. Confirm which parts of the event those alternatives include.
Information for organizers
Provide one contact for accommodation requests and brief relevant staff on agreed arrangements. Explain limitations before tickets or places are booked where possible. Give attendees a discreet way to ask for a change during the event.
Example request
“Could I choose an aisle seat and step out briefly if needed? Before booking, I would like to know whether I can re-enter and whether there is somewhere quieter to take a break.”
Planning checklist
- Check the event’s sounds and participation requirements.
- Confirm seating, exits, and re-entry rules.
- Ask about quiet spaces and alternative formats.
- Identify the staff contact for agreed support.
- Plan how to receive safety information and instructions.
Further resources
Explore IMF’s free resources or browse the provider directory.
About these options
These ideas draw on the events, performances, classes, sports, and recreation section of IMF’s Misophonia Accessibility Input Survey. They are starting points for discussion, not findings from survey responses or a tested treatment protocol. Availability and procedures vary between providers and settings.
