There is a wide range of sensory and physical difficulties, but the important consideration in this area is the degree to which the difficulties impact on a child’s or young person’s ability to access educational opportunities. The following examples have been taken from the Wigan Council website.
There remains debate about whether SPD is an independent diagnosable disorder or the result of observable symptoms linked to well-established disorders. For example, sensory sensitivities are part of the diagnostic criteria for autism. Regardless, it is important to recognise that children may be experiencing sensory processing difficulties, as these may not be as obvious as other conditions affecting eyesight, hearing, and physical development.
Children with significant sensory or physical disability should ideally have a plan containing agreed strategies for providing an inclusive education for the child. It is likely that a specific member of school staff is responsible for monitoring the implementation of the plan. Changes to the plan are often made with involvement of the student, parents, external professionals, and school staff. Clearly these arrangements will vary depending on the country and type of school. For teachers, however, it is paramount that they read and understand the plan, incorporate the advice into their teaching, and provide feedback about its success.