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
• A child or young person may have a re-occurring conductive hearing loss with no hearing aids. This hearing loss may be associated with middle ear infections, glue ear, temporary perforated eardrums.
• The child or young person is generally making expected progress in all areas of development.
• The child or young person is generally making expected progress in all areas of development.
Visual Impairment
• The child or young person may have a refractive error which can be fully corrected by wearing glasses, contact lenses or surgery, for example, short/long sightedness, astigmatism.
Physical Disability
• Educational needs are well met without any additional support.
• The child or young person has some physical needs but can be independent with some minor adaptations to the environment.
• The child or young person may participate in most/all activities but at a slower pace than peers.
• The child or young person may be less agile than other children and young people of the same age and be delayed with fine/gross motor skill development.
• The teacher may have concerns based on observation of some minor physical difficulties for example, motor control problems, hand eye co-ordination, problems causing difficulties in throwing/ catching in P.E.
• The child or young person may have trouble sustaining attention due to neurological impairment.
• The child or young person may require emotional support with regards to their understanding and acceptance of any physical limitations imposed on them by the effects of their disability.
• Adjustments and adaptations to the environment allowing independent access and mobility.
• The child or young person has some physical needs but can be independent with some minor adaptations to the environment.
• The child or young person may participate in most/all activities but at a slower pace than peers.
• The child or young person may be less agile than other children and young people of the same age and be delayed with fine/gross motor skill development.
• The teacher may have concerns based on observation of some minor physical difficulties for example, motor control problems, hand eye co-ordination, problems causing difficulties in throwing/ catching in P.E.
• The child or young person may have trouble sustaining attention due to neurological impairment.
• The child or young person may require emotional support with regards to their understanding and acceptance of any physical limitations imposed on them by the effects of their disability.
• Adjustments and adaptations to the environment allowing independent access and mobility.
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:
➢ Flexibility of uniform policy
Links
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