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 

Hearing Impairment

The CYP:

  • may have a re-occurring conductive hearing loss with no hearing aids. Hearing loss may be associated with middle ear infections, glue ear, temporary perforated eardrums.
  • at this level isnot typically referred to the HI Service because they have not been fitted with a hearing aid.
  • is generally making expected progress in all areas of development.

Visual Impairment

The CYP may have a refractive error which can be fully corrected by wearing glasses, contact lenses or surgery, e.g., short/long sightedness, astigmatism.

Physical Disability

Educational needs are well met without any additional support.

The CYP may:

  • have some physical needs but can be independent with some minor adaptations to the environment.
  • participate in most/all activities but at a slower pace than peers.
  • be less agile than other CYP of the same age.
  • be delayed with fine/gross motor skill development.
  • have trouble sustaining attention due to neurological impairment.
  • require emotional support with regards to their understanding and acceptance of any physical limitations caused by their disability.
The teacher may have concerns based on observation of some minor physical difficulties e.g., motor control problems, hand eye co-ordination, problems causing difficulties in throwing/ catching in P.E. 

 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

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