Targeted: Physical and Sensory

• A child or young person who 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 & language development) 

• The child or young person is prescribed with hearing aids (e.g., behind the ear, bone anchored (BAHA).  

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

• Children and young people are typically able to access and use spoken language to communicate with others and access the curriculum/ learning.  

• The child or young person 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.  

• Provision of assistive listening devices (radio-aid systems) are likely to be required to optimise the child’s ability to hear and access the learning in the classroom.  

• Exam access arrangements will need to be considered by the school.  

• The child or young person 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.
• They may have a deteriorating visual impairment.
• The child or young person has a diagnosed visual impairment.  These will typically align to the mild to severe visual loss criterion as provided by NatSIP
• The child or young person may need exam access support from Vision Impairment Service which should reflect the child or young person’s usual way of working.
• They may need specialist teaching from the Vision Impairment Service based on the Specialist Curriculum Framework for Children and Young People with Vision Impairment.
• The child or young person may:

➢ 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 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 for example, 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 child or young person may have an unpredictable long-term medical condition that affects their ability to access play, toys, learning opportunities and interaction.
• The child or young person may have difficulties with their core stability affecting independent sitting/mobility and require specialist seating.
• The child or young person will have a chronic condition, potential degenerative condition, newly acquired condition or has special educational needs in addition to physical difficulties.
• With appropriate interventions the child or young person may be able to progress in classes but may need regular differentiated activities, adapted resources/equipment or personalised curriculum.
• The child or young person may 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, for example, 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.
• The child or young person may become over-stimulated and/or stressed in noisy and/or busy environments and require adult support to regulate.
• Medical needs will require medication and adult support, for example, management of epilepsy, gastrostomy feeds and a tracheotomy (training provided by health).
• The child or young person may have some difficulties in aspects of environmental access, and use specialist equipment such as a wheelchair, specialist walkers, mobility aids and height adjustable tables.
• Progress within specific subjects may be affected by the condition.
• The child or young person will have a lack of sensory feedback which leads to difficulties with daily sensory inputs, for example, difficulties with writing or drawing.
• Irregular sleeping patterns may impact on the CYP’s ability to access learning.
• The child or young person has fine and/or gross motor difficulties which impede independent access to the curriculum resulting in difficulty with carrying out tasks independently.
• The child or young person’s physical condition may be variable from day to day. This impacts on their ability to record their work and attend to tasks.
• Staff may notice significant withdrawal from activities and overall participation may be reduced.
• The child or young person may require some support to safely navigate an appropriately adapted school building and to access to the curriculum.
• The child or young person may exhibit fatigue, lack of concentration or motivation due to their condition that is having a marked effect on progress. (Conditions such as Cerebral Palsy, Muscular Dystrophy, Spinal Muscular Atrophy will cause muscle fatigue and general tiredness from the increased effort required to perform everyday motor tasks).
• The child or young person may show increasing signs of frustration with tasks they can’t do independently due to physical limitations.
• The child or young person may take longer to complete tasks and require exam access arrangements (primary and secondary).
• The child or young person will have a daily therapy programme in place, which may consist of exercises outlined by a health professional, to crucially avoid pressure damage and maintain joint integrity.