SEND

Sensory and Physical|Physical Disability

Tools and tips

Physical Disability

You really need to know the details of how the physical disability affects learning, get a copy of formal diagnosis, look for professional reports from your SENDCO, or google any terms you don't know, chances are there will be a website dedicated to it. Physical Difficulties can be anything from a Hearing Impairment to Duchenne Muscular Dystrophy (DMD) each Disability is very unique in terms of needs planning for an individual student I have provided some information and linked to external advice sites for the following more common disabilities found in mainstream schools.

Visual Impairment Questions (Link)

• is the student’s level of sight stable or variable and under what conditions?

• is the learner’s field of vision restricted?

• what size/style of print is comfortable for the student?

• does the learner have particular preferences for the learning environment, in terms of, for example, lighting or choice of seat?

Hearing Impaired Learners General Advice (Link)

• If working with a group of mixed ability of hearing learners try to provide support with sensitivity, try to avoid drawing too much attention to the differences

• Try to reduce background noise where appropriate

• Allow deaf students to sit where they feel most comfortable preferably where they can see your lips move.

• Remember to face the student with hearing loss and speak clearly

• Teach new vocabulary carefully as hearing impaired students may miss keywords or not properly process new words.

• Check that they have understood everything you need them to do or have said.

• Try to give extra time if speaking and showing diagrams as learners will need to look at the diagram and read what you are saying to get the whole picture

• I have attached guidance on how to support Children with Hearing Impairments in Secondary School in the Toolbox.

Cerebral Palsy (Link in toolbox)

Cerebral Palsy is defined as: “a persistent but not unchanging disorder of posture and movement, caused by damage to the developing nervous system, before or during birth or in the early months of infancy” and is the most common motor disability in young people. Difficulties young people may encounter are; Mobility Co-ordination, Fine motor skills Concentration, attention and listening skills, Visual perception, Speech and language, Vision and hearing, Eating and drinking skills, Dressing and toileting skills. I have included some general advice in the Toolbox below.

Epilepsy

This condition is characterised by the tendency to have recurrent seizures originating in the brain. Onset at any age, and can have many causes. Seizures can range from mild absences to loss of consciousness. Treatment is usually by medication. Difficulties some pupils may encounter with medication can affect alertness and attention sometimes this condition is paired with working memory difficulties, tiredness, low self-esteem, decrease in fine and gross motor skills and language & communication skills

Developmental Coordination Disorder (DCD) (Dyspraxia)

Everyone with DCD is different but generally it impacts fine motor skills (e.g. holding a pencil) and/or gross motor skills (e.g. riding a bicycle). It can also impact the ability to organise yourself, remember information and control actions. (Definition from EPIC Guide to DCD in Toolbox from the University of Edinburgh)- The ADHD strategies EPIC Guide in the toolbox also cover strategies to support students with DCD.

More Information

I have included a link to a comprehensive guide produced by South Gloucestershire County Council which details many more conditions and things to consider in the classroom.

General Things to Consider in Planning

• Consider classroom adaptations / resource/ desk access

• Risk assessments for PE that consider mobility, personal care and medical issues.

• Think about assistive technology that may help to promote independence. Such as 'Eye Gaze' technology.

• Consider rest breaks, students with a physical disability can get tired more quickly than other students, especially towards the end of the day.

• Try to promote independence wherever possible, and don't be afraid to ask the students what they need.

• Consider choice of font face/ size/ colour- backgrounds

• Use seating plans

• Reading Rulers

TOOLBOX