Targeted: Physical and Sensory

The CYP has an audiological diagnosis of temporary:

• Mild/ Moderate conductive hearing loss

The CYP has an audiological diagnosis of permanent: 

• Moderate conductive hearing loss 
• Moderate/ Severe/ Profound sensorineural hearing loss 
• Late diagnosis resulting in developmental delay (e.g., auditory, speech and language development) 

They are prescribed hearing aids by an audiologist (e.g., behind the ear, bone anchored (BAHA). 

Some children or young people with severe/ profound hearing loss may use a Cochlear Implant System.   

The CYP:

• Is typically able to access and use spoken language to communicate with others and access the curriculum/ learning.
• may be making expected progress in many areas of development because of appropriate support strategies being consistently in place, such as those recommended by a specialist Teacher of the Deaf.
• Are likely to require assistive listening devices (radio-aid systems) to optimise the child’s ability to hear and access the learning in the classroom. 
• Requires exam access arrangements to be considered by the school.

The CYP has a diagnosed vision impairment or presents with similar visual behaviours. These will typically align to the moderate to severe visual loss criterion as provided by NatSIP.

They will have access to a QTVI from the Vision Impairment Service who will provide and support with the appropriate recommendations including access to a specialist Habilitation Officer if required. They will typically visit two to four times a year. 

The CYP may:

• have a deteriorating visual impairment.
• need exam access support from Vision Impairment Service which should reflect the CYP’s usual way of working.
• need specialist teaching from the Vision Impairment Service based on the Specialist Curriculum Framework for CYP with Vision Impairment
• use alternative methods such as magnification or assistive technology for accessing their play and learning.
• have difficulties with focusing, tracking, scanning and vision-motor integration.
• be unable to access standard print materials and pictorial materials.
• use modified large print curriculum materials which includes the removal of visual clutter, increased clarity and high contrast.
• need support to access practical learning activities such as playtime, experiments, cooking and PE.
• need additional time and support to access pre-learning and post-learning to identify and confirm misconceptions and to be introduced to new resources.
• suffer from visual fatigue and require visual rest breaks.
• need access to a specialist Habilitation Officer through the Vision Impairment Service to
• Learn specialist mobility techniques such as sighted guide, trailing, route mapping in order to move safely within their environment.
• Learn how to complete elements of self-care/daily living tasks with a level of independence in line with their age and stage.
• struggle to initiate social interactions, develop friendships and/or understand social situations.
• have difficulty in expressing their own emotions and understanding the emotions of others.
• have difficulty linking language to meaning e.g., concept development.
• not have secure and accurate understanding of concepts outside of their visual experience due to reduced opportunities for incidental learning.
• struggle to understand the impact of their vision impairment.
• struggle to self-advocate in line with their age and stage.
• have difficulties with perceiving depth, position, distance and speed in a variety of different environments.
• be affected by lighting levels (glare, low lighting levels), inside, outside and when moving between areas of different lighting.
• struggle to navigate in busy and/or unfamiliar environments.
• need additional support at points of transition.
• take additional time to develop their gross and fine motor skills in line with their age and stage. 

The CYP has a chronic condition, degenerative condition or newly acquired condition.

Medical needs will require medication and adult support, e.g., management of epilepsy, gastrostomy feeds and a tracheotomy (training provided by health).

They have fine and/or gross motor difficulties which impede independent access to the curriculum.

The CYP’s physical condition may be variable from day to day. This impacts on their ability to record their work and attend to tasks.

They require support to safely navigate an appropriately adapted school building and to access to the curriculum.

The CYP has a daily therapy programme in place, which may consist of exercises outlined by a health professional.

The CYP may:

• have an unpredictable long-term medical condition that affects their ability to access play, toys, learning opportunities and interaction.
• have difficulties with their core stability affecting independent sitting/mobility and require specialist seating.
• reach out for a preferred food item, shows signs of pleasure or displeasure in response to a food item and uses various communication strategies in relation to food, e.g., uses food signs, responds to an object of reference, gives a food item to an adult or partner when offered a choice of two items.
• become over-stimulated and/or stressed in noisy and/or busy environments and require support to regulate.
• have some difficulties in aspects of environmental access, and use specialist equipment such as a wheelchair, specialist walkers, mobility aids and height adjustable tables.
• have a lack of sensory feedback which leads to difficulties with daily sensory inputs, e.g., difficulties with writing or drawing.
• exhibit fatigue and difficulties with concentration or motivation due to their condition that is having a marked effect on progress.
• show increasing signs of frustration with tasks they cannot do independently due to physical limitations.
• take longer to complete tasks and require exam access arrangements.

Progress within specific subjects may be affected by the condition.

Irregular sleeping patterns may impact on the CYP’s ability to access learning.

A personalised medical, self- care and/ emergency evacuation plan may be required.