This research is a preliminary exploration into the discipline of sensory stories used extensively in the field of Special Educational Needs and Disabilities (SEND) teaching. Using personal experience together with information from Joanna Grace, Katherine Fieldsend and Laura Salisbury, all frontline professionals, and experts in the sphere of teaching people with neurodiversity, this research looks at the content already available. It examines how writers can explore the creative opportunities of this medium by creating narratives for this sector. Using my personal journey of entering the world of SEND classrooms as a teaching assistant and observing first-hand the effect sensory storytelling had on the various students I have worked with. I take these observations and discuss them with the people working in the industry, comparing their methods and personal experiences of sensory storytelling and its importance in the classroom. I also consider the schemata of what a reader is and how this is central to this discipline of writing. In conclusion, I look at how there is a need to expand the range of narratives currently available to old students in SEND. I also consider how sensory stories can be used in other settings outside SEND to enrich and entertain people's lives.