Schools Graduated Response Document - Physical & Sensory - 5 to 16 Years
To be read in conjunction with:
- SEND Mainstream Guidance. Supporting children and young people who have special educational needs and disabilities (SEND) in mainstream Early Years providers, schools and Post-16 settings. November 2016
- Ordinarily Available document
- Banding Document
- https://www.gov.uk/government/collections/statutory-guidance-schools
- The Children’s Act 2014 and the Equalities Act 2010.
With thanks to RBWM and the Sensory Consortium.
Information reviewed by BFfC - May 2023
Next review date - May 2023
View the information in PDF format - Schools Graduated Response Document - Physical & Sensory - May 2023
Intoduction
Introduction
Part 1:
PHYSICAL NEEDS/IMPAIRMENTS
Overview
Table 1: Stage 1 Provision for Physical Needs
Table 2: Stage 2 Provision for Physical Needs
Table 3: Physical Disability EHC Needs Assessment
Table 4: Physical Disabilities – Pupil Characteristics
Part 2:
MEDICAL CONDITIONS
Table 5: Stage 1 Provision for Medical Needs
Table 6: Stage 2 Provision for Medical Needs
Table 7: Medical Needs EHC Needs Assessment
Part 3:
DEAF AND HEARING IMPAIRMENTS - DESCRIPTION OF NEED
Table 8: Normal school entitlement for pupils with HI : Provided from AWPU Role of the school and the Specialist Qualified Teacher of the Deaf (QTOD) – Quality First Teaching
Table 9: SEN support for pupils with HI : Provided from school’s delegated budget
Role of the school and the Specialist Qualified Teacher of the Deaf (QTOD)
Part 4:
VISUAL IMPAIRMENTS - DESCRIPTION OF NEED
Table 10: Normal school entitlement for pupils with HI : Provided from AWPU & the Role of the school and the Specialist Qualified Teacher of VI – Quality First Teaching
Table 11: SEN support for pupils with HI : Provided from school’s delegated budget & the Role of the school and the Specialist Qualified Teacher of VI
Part 5:
MULTI-SENSORY IMPAIRMENT AND DEAF BLINDNESS - DESCRIPTION OF NEED
INTRODUCTION
There is a wide spectrum of sensory, multi-sensory and physical difficulties, which means a graduated response must be individualised using this document as a guide. For some children / young people the inability to take part fully in school life causes significant emotional stress or physical fatigue. Many of these children and young people will require some of the following:
- appropriate seating, acoustic conditioning and lighting;
- flexible teaching arrangements;
- adaptations to the physical environment of the school, adaptations to school policies and procedures;
- access to alternative or augmented forms of communication;
- provision of tactile and kinaesthetic materials;
- access to different amplification systems;
- access to low vision aids;
- access in all areas of the curriculum through specialist aids, equipment or furniture;
- regular and frequent access to specialist support.
Some students with physical or medical needs may not require Education Health and Care Plans or school-based SEN provision but they will need reasonable adjustments to be made by the school, to ensure their access to education. The Equality Act 2010 states that public bodies must not discriminate and must make reasonable adjustments for disabled children and young people. The SEN Code of Practice 2014 recognises that there is a significant overlap between disabled children and young people and those with SEN. Children and young people may therefore be covered by both SEN and disability legislation.
Part 1: PHYSICAL NEEDS/IMPAIRMENTS
Overview
For some students with physical disabilities the only resource that will be required will be minor to moderate adaptations to allow access. This should always be considered in the first instance, before resorting to other types of support. Physical impairments may arise from physical,
neurological or metabolic causes that only require appropriate access to educational facilities and equipment; others may lead to more complex learning and social needs. For some students with the most complex physical needs the LA will consider a multi-disciplinary assessment to be necessary. However for many students with a lesser level of physical needs, intervention at a school level of response will be appropriate. Students with severe physical difficulties are normally identified at the pre-school stage. Exceptions to this would include students experiencing the result of serious illness or accident, leading to a long term disability (which may or may not be permanent) or a degenerative condition.
Occasionally unforeseen or unexpected situations arise. A student may have an accident, undergo emergency surgery or perhaps break a limb. If this occurs there is no pre-arranged programme in place and a plan should be put together and implemented to organise the student’s return to school. The school may need to put adult support in place for a short period.
Physical impairments may arise from physical, neurological or metabolic causes. A child with physical disabilities may be able to walk but have significant balance and co-ordination difficulties, may use a walker or a get around with a wheelchair/power chair. A child’s disability may only affect one part of their body or all of their body. It may include difficulties with speech production, swallowing, intellectual processing but not intellect, and fine motor skills. Some children with a physical disability have additional learning needs but this cannot be assumed. All CYP with physical disabilities are likely to need specialist advice/support which will almost always need to come from outside of the school setting, e.g. from a physiotherapist, another medical professional, or a technician in adaptive equipment, but they will not all need an EHC assessment. Health, including CYPIT, Education, Social Care and Commissioning will work together in organising equipment and adaptations.
Specialist equipment or adaptations may be required, such as:
- Adaptations for school buildings
- Specialist IT equipment and software
- Equipment such as changing benches, seating, adjustable tables etc.
- Therapies may include: SALT, OT, PT with or without an EHCP in place.
STAGE 1 PROVISION FOR PHYSICAL NEEDS
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STAGE 1 PROVISION FOR PHYSICAL NEEDS Normal school entitlement provided from Element 1 (Universal) Age Weighted Pupil Unit (AWPU) via quality first teaching
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IMPACT OF PHYSICAL NEEDS ON LEARNING Indicators may include a child or young person who despite whole school support:
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PROVISION - Quality Teaching Strategies/Specialised Adaptations
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Quality Teaching
All children benefit from good quality Wave 1 Teaching. This includes High quality teaching which is differentiated and personalised to meet the needs of the majority of children and young people. Special educational provision is underpinned by high quality teaching and is compromised by anything less.
Within Wave 1 teaching some children may, at times, be taught in small groups or in a one-to-one situation to support their learning. Lessons should be planned to address potential areas of difficulty and to ensure that there are no barriers to every pupil achieving. Teachers carefully explain new vocabulary; use lively, interactive teaching styles and make maximum use of visual and kinaesthetic approaches as well as auditory / verbal learning. These need to be carefully matched to pupil needs and abilities. Additional intervention and support cannot compensate for a lack of good quality teaching. It is expected that any human or other resources be closely supervised and monitored by the SENCo, who should also oversee all the interventions utilised.
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Accessibility
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Young Person’s and Parents’ / Carers’ Participation
Peapods is the local charity for families with a wide range of physical disabilities: http://www.peapods.org.uk/ providing parent to parent support.
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Assessment Planning and Review Continuous monitoring and termly reviews by school staff in conjunction with external professionals involved with the child / young person. Planning between young person, the parent / carer (if appropriate), SENCo and teacher(s).
Plans reflect available advice from therapist and / or outside specialists.
ILPs focus at least one target on the development of area of physical difficulty. Areas for assessments and targets may include (but are not restricted to):
If not, involve the child, family, and OT in looking at ways to address any issues. Assessments can include:
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Grouping for Teaching Purposes
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Curriculum and Teaching Methods
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Training and Advice
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Additional Human and Other Resources
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STAGE 2 PROVISION FOR PHYSICAL NEEDS
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STAGE 2 PROVISION FOR PHYSICAL NEEDS
Provided from school’s delegated budget Element 2 (Notional Special Educational Needs budget)
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When move to Stage 2?
After at least 2 reviews at Stage 1, a few children or young people may not be making expected progress towards the targets set around accessing learning and progress in learning. These children and young people would be considered for Stage 2 intervention. The period of time covered by this review process would normally be approximately six months, but during this period or towards the end of this period, schools or colleges should consult with relevant support services to consider the nature of the difficulty and appropriate Stage of additional support. If a child or young person’s physical needs escalate quickly, or need additional support, it may be appropriate to shorten the review cycle. Progress indicators should be measured against baseline information after targeted intervention has been implemented and monitored as part of the evaluation process.
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IMPACT OF CONDITION ON LEARNING The child or young person: consistency needed with captialisation.
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PROVISION - Quality Teaching Strategies/Specialised Adaptations
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PROVISION - Quality Teaching Strategies/Specialised Adaptations Stage 1 plus: |
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Young Person’s and Parents’ / Carers’ Participation
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Review, monitoring and assessment.
Specific agencies may include: Physiotherapy and occupational therapy Some children will need ongoing physiotherapy and occupational therapy in order to achieve their full potential in school. The OT may have already advised ongoing work to do with the child themselves or for the school and family to do. If a child is not making progress with their fine motor skills or is often distracted, ask the OT to reassess the child; a block of work may be helpful.
The child’s consultant may have already advised about physiotherapy. If the child is not making expected progress with gross motor skills, is suffering from stiffness and pain, talk to the child’s parents in the first instance. A referral to a physiotherapist by the child’s GP or paediatrician may be useful. School can also refer to OT and physiotherapy.
Speech and Language Therapy Referrals via school or GP (funded by the CCG). Helping with wheel and power chair use
Whizz Kids offer wheelchair skills training for children. Contact wheelchair dance and sports companies for sessions that they may be able to offer for the class or year group.
Personal Care
If the child requires help with personal care, ensure that the school’s safeguarding policy covers expectations and support of the child and staff. Risk assessments must be done for the child. Expect to need two members of staff for safety. Support with policy and training can be requested from school nurse.
Medical Care
Staff are required to give medical care that the child may need during the school day. Policy and training support can be requested from the school nurses and/or BFfC SEN Team.
Educational Psychologist assessment. Educational Psychologists are available for consultation in relation to ascertaining appropriate interventions in relation to a range of difficulties that children with physical disabilities encounter.
Access to IT is important for all children but may be even more vital for a child who struggles with their speech production and/or writing. An assessment of Augmentative and Alternative Communication and Assistive Technology is offered at the ACE Centre in Oxford. They offer a free advice line https://acecentre.org.uk Grouping for Teaching Purposes
Curriculum and Teaching Methods
Withdrawals from the class group should be kept to a minimum, should only occur when commensurate with the student’s interests and be planned above all else as an aid to his/her learning and/or health needs. The focus should be school based, with the aim of helping the student to be a fully integrated member of the school community.
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Training and Advice
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Additional Human and Other Resources
Interventions utilised to be overseen by SENCo. External interventions may be appropriate.
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PHYSICAL DISABILITY EHC Needs Assessment
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PHYSICAL DISABILITY EHC Needs Assessment
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As stage 1 & 2 plus the following:
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Not all CYP with Physical Disabilities will need an EHCP.
School and/or parents/carers may apply for a statutory assessment of SEND if there is clear evidence that the child’s needs require significantly more support than stage two, and that the level of staffing and resources to ensure the child’s progress goes above £6000 pa.
The support needs would be significantly greater than the resources in stages one and two have available.
The evidence may come from the level of the child’s physical disability or after at least 2 reviews at Stage 2 of Assess, Plan, Do Review, Some children and young people may display difficulties of an extreme nature that require a higher level of intervention than is reasonable for the school to provide over a sustained period of time. In these cases, evidence will be judged on the degree to which the physical needs have an effect on:
Teacher attention and time.
Access to the curriculum for the child or young person.
The safety and welfare of the child or young person, other learners or staff.
The degree and complexity of the needs.
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Physical Disabilities – Pupil Characteristics
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Physical Disabilities – Pupil Characteristics
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Area of Need |
Stage 1
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Stage 2 |
EHC Needs Assessment |
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Degree of
Disability
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Able to participate in setting / class-room activities but some minor difficulties undertaking certain tasks.
Minor modifications required to access the curriculum and setting / class / school/college environment
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Able to participate in setting/classroom activities but difficulties undertaking certain tasks impacts significantly on pace of work in comparison to peers. Minor adaptations required to access the curriculum and setting environment. The CYP may require support for large & fine motor skills and /or self-help skills |
There is clear and substantiated evidence based on specific examples to show that: The CYP physical disability or medical condition prevents them from taking full part in school life AND The CYP needs substantial modification of content and/or materials for significant parts of the curriculum that cannot reasonably be provided from within the settings own resources. |
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Gross Motor Skills
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The child/ young person is able to position and re-position themselves independently.
The child / young person can walk independently without aids but may have stability problems.
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The CYP can position & re-position themselves with support Can walk independently without aids but has stability problems, or is completely independent with aids, including a wheelchair |
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Fine motor skills |
The child / young person has some difficulty with the control of individual fingers and may need adapted equipment (for example, self-opening scissors and use of a keyboard to record information).
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• The child / young person has difficulty with the control of individual fingers and needs adapted equipment, and uses a keyboard to record information. |
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Independence |
The child / young person may require some visual cues and reminders for aspects of self-care, such as toileting, feeding and dressing. Some concern around social inclusion
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• The child / young person may require supervision and support for aspects of self-care, such as toileting, feeding and dressing. • Specific attention to emotional support needed.
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Behavioural, Emotional and Social Development |
• Social skills training required. Physical difficulties esteem and confidence. |
• Physical difficulties impact on self-esteem and confidence. • Concerns regarding social inclusion. |
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PART 2 - MEDICAL CONDITIONS
“The Children and Families Act 2014 places a duty on maintained schools and academies to make arrangements to support pupils with medical conditions. Individual healthcare plans will normally specify the type and level of support required to meet the medical needs of such pupils. Where children and young people also have SEN, their provision should be planned and delivered in a co- ordinated way with the healthcare plan. Schools are required to have regard to statutory guidance, ‘Supporting pupils at school with medial conditions’.” (Paragraph 6.11, Special Educational Needs and Disability Code of Practice: 0 – 25)
For children and young people with medical needs schools must have regards to the new DfE guidance: Supporting pupils at school with medical conditions: Statutory guidance for governing bodies of maintained schools and proprietors of academies in England. A medical diagnosis or a disability does not necessarily imply SEN. It may not be necessary for a child or young person with a particular diagnosis or medical condition to have an Education, Health and Care Plan, or to need any form of additional educational provision. It is the child’s / young person’s educational needs rather than a medical diagnosis that must be considered. However, some CYP may have medical conditions that, if not properly managed, could hinder their access to educational opportunities, impact on levels of attainment, and/or give rise to emotional, behavioural and social difficulties. The medical condition may, in itself, significantly impair the student’s ability to participate fully in the curriculum and the wider range of activities in school. Some prolonged conditions will affect the student’s progress and performance intermittently, others on a continuous basis throughout the student’s school career. Drug therapies may compound the problem of the condition and have implications for the student’s education. Medication may similarly impair concentration and thus lead to difficulties for the student in the classroom. In some instances, students with potentially life-limiting conditions may have periods of hospitalisation or frequent attendance at out-patients, emotional and behavioural difficulties related to their condition and associated restrictions on everyday life because of the nature of the treatment required.
To ensure that the child / young person makes the most of opportunities available, consultation and open discussion will be essential with:
- the young person;
- the parents / carers;
- the school or educational setting;
- the young person’s general practitioner;
- the community paediatrician;
- any specialist services providing treatment for the child / young person
All involved should also ensure that the child / young person is not unnecessarily excluded from any part of the curriculum or school activity because of anxiety about their care and/ or treatment. Schools should ensure that their own pastoral care arrangements allow children and young people to discuss any health- related and other problems with relevant professionals. The school and family should liaise in providing maximum support for the CYP.
STAGE 2 PROVISION FOR MEDICAL NEEDS
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STAGE 2 PROVISION FOR MEDICAL NEEDS
Provided from school’s delegated budget Element 2 (Notional Special Educational Needs budget)
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When move to Stage 2?
After at least 2 reviews at Stage 1, a few children or young people may not be making expected progress towards the targets set. These children and young people would be considered for Stage 2 intervention. The period of time covered by this review process would normally be approximately six months, but during this period or towards the end of this period, schools or colleges should consult with relevant support services to consider the nature of the difficulty and appropriate Stage of additional support. If a child or young person’s medical needs change it may be appropriate to shorten the review cycle. Progress indicators should be measured against baseline information after targeted intervention has been implemented and monitored as part of the evaluation process.
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IMPACT OF CONDITION ON LEARNING Despite receiving an individualised programme and/or concentrated support the young person:
Medical condition may necessitate supervision or support for medication needs at specific times e.g. medication, diet, toileting Progress within the curriculum may be affected by condition or medication
May participate in most/all activities but at a slower pace that peers or show signs of increasing fatigues during the school day
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PROVISION - Quality Teaching Strategies/Specialised Adaptations Stage 1 plus:
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Assessment, Planning and Review
Regular monitoring and reviewing of programmes and strategies as advised by outside agencies.
Parent /carer involvement in programmes is particularly desirable. All agencies should work together to ensure that parental involvement is achieved wherever possible.
Advice from involved medical professionals as appropriate. Medical condition will be generally stable and under control, but may need monitoring in school and close liaison maintained with home
School curriculum promotes personal care and safety and school staff arrange and take responsibility for any regular medical intervention to be carried out.
Risk assessment + emergency plan for medical Emergency Teaching staff and therapist to assess changing needs. Input to the provision map/IEP may be required from a physiotherapist, occupational therapist. Consideration of concessions for examinations etc Specific information on the causes and implications of the medical condition may need to be circulated to relevant members of staff.
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Curriculum and teaching methods
Differentiation required to access some curricular areas, e.g. PE, handwriting tasks, unstructured times and environmental adaptation. Clear communication throughout the school
Some limited items of special equipment and teaching approaches. May need more supervision in potentially hazardous situation e.g. science lab, swimming, using PE apparatus Differentiation may be required to take account of slower pace or to catch up following periods of absence. Extra help may be required at times in the school day, e.g. dressing, undressing, steps, stairs. Focussed support via a Provision Map in place by class/form teacher to allow the students to catch up following periods of absence
Suitable arrangements may be needed for administration of emergency medication Suitable training to school staff or other emergency measures in school Supervision of health and hygiene procedures. Access to alternative methods of recording if required. Class or subject teachers are responsible for working with the student daily, delivering any individual programmes. They may oversee TAs to carry out daily work with the student.
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Grouping for Teaching Purposes
Continued access to small group support within class and outside the classroom environment, as appropriate to child/young person’s needs.
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Additional pastoral support, human and other resources
Trusted adult available for support if needed
Possibly teaching assistant trained in managing care needs. May need additional space or equipment for medical needs.
Some additional support may be required at periods throughout the day and social situations such as breaks may need particular attention.
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Training and advice
Specific training and advice for school staff and parents/carers on medical needs.
Training in Manual Handling may be necessary.
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Parents / carers and Pupil Participation
Continued close partnership with parents/carers.
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School to School support As appropriate.
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Medical Needs EHC Needs Assessment
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Medical Needs EHC Needs Assessment
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When move to EHC Needs Assessment?
After at least 2 reviews at Stage 2 of Assess, Plan, Do Review, a CYP’s medical needs may be deemed to be impacting on their learning to such an extent that the strategies, interventions and support are not enough to support their access and progress in learning within the Element 2 funding. Alternatively, the condition may be progressive and debilitating, or there may be a sudden onset of medical needs.
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PART 3: DEAF AND HEARING IMPAIRMENTS - DESCRIPTION OF NEED
Hearing loss is not a learning disability however it can impact on the development of communication skills, social and emotional well-being and cognitive
development as a consequence of the hearing loss as a barrier to hearing speech clearly even when the loss is mild. Some pupils with hearing loss may
require a low level of support in school while others may need a high level of personalized specialist support which will require additional advice, and for
some, direct teaching support from a Teacher of the Deaf. We use the term ‘deaf’ to refer to all levels of hearing loss in children and this includes those who
may describe themselves as having a ‘hearing loss’ or a ‘hearing impairment. The term also includes children who have glue ear. It is estimated that around
40% of children who are deaf will also have additional needs alongside their deafness which will impact on their learning. Children may be born deaf,
acquire a hearing loss later on in their development or have a degenerative loss. The majority of children who are diagnosed with a permanent hearing loss
are identified as a result of new-born hearing screening.
There are three types of deafness:
- Sensorineural deafness, which relates to a permanent hearing loss in the inner ear as a result of nerve damage in the cochlea
- Conductive deafness where the sound cannot pass efficiently through the outer and middle ear into the inner ear as a result of a malformation, blockages such as wax in the ear canal, or fluid in the middle ear (glue ear). Glue ear is a very common condition, especially in pre-school children:
- Mixed deafness is a combination of sensorineural and conductive deafness for example when a child has glue ear as well as a permanent sensorineural deafness. It is also possible to have a permanent conductive deafness, but this is less common.
The degree or level of hearing loss is described as mild, moderate, severe or profound and is measured in decibels. The loss may also vary if it is in one ear or both; whether the deafness is similar in both ears (symmetrical) or different in each ear (asymmetrical) or whether the higher or lower frequencies are most affected. Hearing aids if prescribed will take into account the specific type, level and ear variations when they are set up. Children with a profound hearing loss are likely to have a cochlear implant. A very small number of children will learn to use sign as their primary method of communication.
The impact of the hearing loss and the ways in which individual children cope with their hearing loss will vary greatly given the number of different types and levels of loss. Age of diagnosis and when hearing aids or cochlear implants are prescribed and are routinely worn will also influence outcomes. It is important to note that all hearing loss is significant and parents can be anxious even when their child is doing well at school or in their early years setting. Deafness is often described as a hidden disability especially for those with a mild or moderate loss as they can appear to be hearing in the classroom, however it is often the clarity of what they hear which is compromised, particularly in noise. Glue ear or frequent ear infections although temporary can have a significant impact on progress and academic achievement both in the short and longer term if the right support is not put in place and the signs unrecognised.
Signs of a undiagnosed hearing loss may include: speech delay, poor speech clarity; difficulty with following instructions (which might be interpreted as not paying attention or being disruptive); mishearing and mispronouncing words; asking for a high degree of repetition or clarification (often say ‘what’)
particularly in background noise; turning up the volume too high on the TV or speakers or having difficulty with grammar such as word endings, using plurals or the development of phonic skills. They also may have problems with concentrating due to the increased listening effort and may prefer to play alone due to delayed social skills.
Key messages
- The child or young person may be prescribed hearing aids or have a cochlear implant to improve their access to spoken speech.
- The child or young person may have difficulty listening in background noise or where there are poor acoustics which will impact on their ability to hear. Background noise needs to be minimised and attention paid to improving room acoustics alongside the use of a radio aid if appropriate.
- The child or young person who has a hearing loss may miss out on incidental learning both in the classroom/ setting which can affect their learning opportunities and social skill development, for example during group discussions or as part of pretend play.
- Opportunities to overhear language helps to build vocabulary and gives children a sense of grammar, as well as general knowledge. Children therefore need to be able to hear quiet conversation all around them, even though they aren't directly paying attention to it.
- Acquiring and developing higher language and communication skills in line with their age and ability may be delayed and therefore this needs to be supported and monitored.
- Specialist support from a Teacher of the Deaf and or Speech and Language Therapist may need to be put in place in order to develop listening and language skills.
- It is important to involve the Berkshire Sensory Support Service as soon as possible following discussion with parents and the diagnosis of any hearing loss in order to provide further advice and support as appropriate and commensurate with the child or young person’s needs.
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Normal school entitlement for pupils with HI : Provided from AWPU Role of the school and the Specialist Qualified Teacher of the Deaf (QTOD) – Quality First Teaching
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Impact of Condition on Learning |
Quality Teaching Strategies/Specialised Adaptations |
Specialist Support and Additional Teaching and Support from a Qualified Teacher of the Deaf |
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Making satisfactory progress but at risk of or beginning to fall behind. Sometimes misunderstands instructions and needs reassurance or reinforcement before beginning a task. Apparent fluctuations in attention, responses to sound and spoken language. Difficulties understanding peers in group discussions and on the playground – may feel isolated or anxious at times. Frequent ear infections and hospital appointments may have caused higher than usual school absence as well as intermittent hearing loss. A student with monaural hearing loss will have difficulties with sound location and communicating in background noise. |
Good management of the classroom environment to ensure background noise is kept to a minimum and visual distractions are minimised. o Plan and adapt the classroom environment and any group or practical work to ensure that the pupil is in the best seating position to be able to see the face of the teacher and to be able to hear what the teacher is saying. This may change with different activities and form feedback by the pupil on what works well for them. o Plan short periods of listening interspersed with individual or small group activities to meet the individual listening and language needs of the young person who has a hearing loss |
1. Training, modelling and advice on teaching strategies to be used in the classroom which will make learning accessible and which take account of the impact of a hearing loss on learning. 2. Specialist assessments which are used to track progress and inform next steps for those areas known to be impacted by a hearing loss i.e. listening skills, language development, vocabulary development, social and emotional well being and auditory memory. 3. Specialist teaching to develop specific language, listening, working memory and literacy and numeracy skills taking in to account research in the field of deafness |
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SEN support for pupils with HI : Provided from school’s delegated budget Role of the school and the Specialist Qualified Teacher of the Deaf (QTOD)
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Impact of Condition on Learning |
Quality Teaching Strategies/Specialised Adaptations |
Specialist Support and Additional Teaching and Support from a Qualified Teacher of the Deaf |
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Students with moderate or severe hearing loss may have delayed language development. They may have difficulties with the perception of some speech sounds especially at the ends of Words. There may be ongoing disadvantage in relation to acquiring new vocabulary and concepts Specific listening activities may give problems e.g. video/audio tape work, spelling tests. The student may be slower to process and understand verbal instructions. The student may shows signs of increasing fatigue e.g. towards the end of the school day. They may have great difficulty adapting to or functioning in unfavourable acoustic environments e.g. where there is background noise and/or high levels of reverberation. May sometimes have issues with self-esteem, emotional wellbeing and social knowledge. The hearing loss may affect the student’s social interaction; Where the effects of the loss are more marked and severe, and where their functioning in school is at a lower level than would be expected, there may be a greater need for supported provision, with higher levels of in-class support and greater involvement of a specialist teacher of the deaf. |
In addition to the basic strategies and approaches described above, some pupils may also require. Good management of all specialist equipment to ensure access to language and learning. Ensure audiological equipment such as hearing aids, cochlear implants and radio aids are worn consistently and effectively to maximise listening in the learning environment. The teacher will wear the radio aid in all lessons and ensure it is switched on and muted appropriately. The radio aid will be managed in group /practical activities to ensure the pupil with a hearing loss can access the contributions of others while also hearing the teacher.
Good communication strategies will take in to account the specific needs of the individual pupil with an identified hearing loss. Strategies will be employed by all staff across the school which promote inclusion of the young person across all aspects of school life. ● Pupil’s attention will be gained before adults or pupils start speaking. ● Access to lip-reading through ensuring that your face is in clear view so that the pupil can lip-read if needed will be facilitated ● Facial expression and body language can be used to support oral input ● Teaching staff need to stand still and face the class when speaking as moving around can be more challenging for pupils who are deaf. ● For some pupils Instructions may need to be broken down in to smaller more manageable chunks in the order they are to be completed with allowance made for the need for more processing time. ● Repeat /rephrase the contributions of other pupils ● Check that the pupil has understood the task before they begin. “Tell me/show me what you have to do.” ● Check for understanding through asking questions and observing responses ● Minimise use of abstract vocabulary ● Encourage pupils to seek clarification if unsure about a task or instruction ● Allow extra time for thinking, processing and formulating response In the lesson ● Lesson content should be presented in as visual a way as possible and outlined at the beginning making any links to prior learning explicit. ● New subject vocabulary /key words need to be written on the board/ working wall / given on a separate sheet prior to the start of the lesson or topic. This can also be supported by pre-teaching of vocabulary and advice for parents so that new vocabulary can be reinforced at home. ● PowerPoint slides should be given to the pupil before the lesson for annotation during the teaching input to take account of the challenges of listening and notetaking at the same time. ● Write homework on the board and give at the beginning of the lesson rather than at the end ● Provide opportunities during recap of the main teaching points for the pupil to show what they have understood and identify any gaps or difficulties with vocabulary. Teaching Assistants should be used effectively to support the young person’s access in the lesson while promoting and developing independent learning Pupils should be asked on a regular basis for feedback to monitor their access to lessons and to find out what is working well or needs adjustment. Ensure that all school policies and guidelines take into account the needs of the young person who is deaf. |
1. Provision and management of specialist equipment which enables deaf pupils to access language and learning both in educational and home settings. 2. Training and advice on using specialist equipment such as radio aids effectively in order to remove the barriers to access learning in the classroom. 3. Delivery of a targeted programme to promote independent use and management of specialist equipment by pupils such as hearing aids, cochlear implants and radio aids. 4. Advice and support in the writing and implementation of specialist risk assessments for ensuring safety and equality of access in across all aspects of school life. 5. Advice and support in the writing of specialist risk assessments and planning for off site activities and extra curricular activities. 6. Specialist report and advice on exam and statutory tests which enable access for the pupil who is deaf and take in to account their hearing loss and language level. 7. Acoustic surveys and environmental audits of learning environments / classrooms/ schools leading to advice and a written report highlighting recommendations on ways to improve the listening environment for pupils who are deaf.
8. Management of Qualified Educational Special Teaching Assistants who carry out targeted interventions for pupils with a hearing loss. 9. Joint working and liaison with Health, Social Care and other professionals to improve outcomes for children and families around the diagnosis and management of deafness |
PART 4: VISUAL IMPAIRMENTS - DESCRIPTION OF NEED
Vision impairment can have a significant impact on a student’s educational development and progress where teaching strategies, resources and compensatory strategies are not introduced to enable full access to the curriculum being delivered. The school should carefully monitor pupil progress and consult with Berkshire Sensory Consortium service to ensure that the pupil with vision loss is not disadvantaged. The Code of Practice is clear that schools can consult outside agencies for advice in preventing the development of more significant needs. Schools should feel free to contact the Berkshire Sensory Consortium Service for advice at any time and use their website: berkshirescs.btck.co.uk
There is a wide range of vision impairments and in conjunction with the pupil’s other needs and abilities there will be widely differing implications for educational provision. The majority of children and young people with vision loss will have been diagnosed before starting school although it is possible for some pupils to acquire vision loss later in life through accident, illness and some hereditary conditions. In some cases vision impairment is one aspect of multiple disabilities. Whatever the nature and cause of the pupil’s vision impairment the special education needs of the pupil will be assessed with reference to the medically assessed level of vision, functional vision, ability to adapt socially and psychologically, as well as progress in the educational context. The Berkshire Sensory Consortium Service use the NATSIP Eligibility Framework to benchmark assessed levels of need (See website: berkshirescs.btck.co.uk)
A defect of a pupil’s colour vision alone would be unlikely to result in any special educational needs although the school may need to put in place strategies to avoid the pupil being disadvantaged.
Definitions for Children & Young People with Vision Impairment
A clinical assessment of normal vision might be recorded as 6/6 (Snellen /Kay assessment) or 0.0 (LogMAR assessment). This means a person can see at 6 metres what they are expected to see at 6 metres. The larger the number on the right the weaker the distance vision. It would also indicate likely reduced near vision access but this would be assessed through an alternative assessment often undertaken by a specialist teacher such as that available from Berkshire Sensory Consortium Service. This then takes in to account lighting and position of gaze within the pupil’s normal working environment.
Acuity criteria are for guidance purposes only. The professional judgement of a Qualified Teacher Vision Impairment (QTVI ) should be used where the acuity level meets the referral criteria to confirm the classification. For example, a young person may have a mild reduction in visual acuity but be functioning within a different visual category due to an additional ophthalmic condition, e.g. Nystagmus, visual field reduction, cerebral (cortical) visual impairment, and/or additional learning difficulties. The following classification applies to corrected vision with both eyes open.
Cortical Visual Impairment (CVI): A condition where some of the special ‘vision’ parts of the brain and its connections are damaged and this affects the way the child or young person is able to interpret what they see. However, it may improve as they get older.
Mild Vision Loss: Within the range 6/12 – 6/18 Snellen/Kay; 03-0.48 LogMAR and /or Near Vision print required N14-18
Moderate Vision Loss: Less than 6/19 – 6/36 Snellen / Kay; 0.5 - 0.78 LogMAR and / or Near Vision print required N18 - 24
Severe Vision Loss : Less than 6/36 – 6/120 Snellen / Kay; 0.8 – 1.3 LogMAR and / or Near Vision print required N24 – 36
Profound Vision Loss: Less than 6/120 Snellan / Kay; 1.32 LogMAR and / or educationally blind/ Braille user…may be able to access small quantities of print larger than N36.
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Normal school entitlement for pupils with HI : Provided from AWPU Role of the school and the Specialist Qualified Teacher of VI – Quality First Teaching
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Impact of Condition on Learning |
Quality Teaching Strategies/Specialised Adaptations |
Specialist Support and Additional Teaching from a Qualified Teacher of the Vision Impaired |
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Some deterioration in certain areas of academic performance e.g.
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The following strategies need to be in place to ensure inclusion of the VI pupil in class. These take into account the additional learning needs resulting from their vision impairment. Good management of the classroom environment to ensure background noise is kept to a minimum and visual distractions are minimised. practical work to ensure that the pupil is in the optimum Plan and adapt classroom environment / any group or practical work to ensure pupil is in optimum seating (viewing) position. This may change with different activities and from feedback by the pupil on what works well for them. They should not be isolated from their peers. |
1. Training, modelling and advice on teaching strategies to be used in the classroom which will make the curriculum accessible and which take account of the impact of vision impairment on learning. 2. Specialist teaching of the Expanded Core Curriculum. 3. Specialist assessments for learning which are used to track progress and inform next steps for those areas known to be impacted by a vision impairment Specialist input to class planning to include short/medium- and long-term plans. Some topics may be unsuitable for VI pupils with severe/profound impairment and alternatives may need to be planned and provided. Some lesson objectives may need to be met by alternative methods /teaching strategies for pupils with profound vision impairment. 4. Planning and input to target setting with specialist emphasis to the vision impairment. This includes attendance at annual reviews and writing of associated reports. |