Universal: Physical and Sensory

Everyone whose primary need is in this category will have a recognised disability with a diagnosis; these disabilities will be either sensory (hearing impairment, visual impairment or multi-sensory impairment) or physical (there is a wide range of physical disabilities, PD). This page outlines some ways in which physical and sensory needs may present at the Universal Level of the Graduated Approach. There are also details of some model provision and strategies that may be useful at this level.

On this page, you can find:

Needs Descriptors 

 Model Provision and Strategies 

Hearing Impairment

  • Reduce background noise
  • Consider speech rate
  • Maintain rich and varied language
  • Model and teach careful listening and signals
  • Check understanding
  • Face the learner when speaking
  • Chunk listening time

Visual Impairment

  • Multi-sensory experience
  • Consider seating
  • Consider lighting
  • Use verbal explanations
  • Address the learners by name
  • Check understanding

Physical Disability

  • Consider organisation of classroom
  • Ensure that left and right-handed child or young person's arms are not knocking into each other
  • Chair height allows both feet to touch the floor
  • Desk at elbow height
  • Direct view of teacher
  • Equipment clearly labelled and kept in same place in class
  • Specific strategies/ resources:
➢ Pencil grip/writing slope
➢ Flexibility of uniform policy

Links

Introduction Image

Display your introduction over featured image?: No