SEND - sensory and physical

Some children and young people require special educational provision because they have a disability which prevents or hinders  them from making use of the educational facilities generally provided. These difficulties can be age related and may fluctuate over time.

Many children with a sensory and/or physical need will require specialist teaching support and/or equipment to access their learning.

The SEND code of practice states that the UK government is committed to inclusive education of disabled children and young  people and the progressive removal of barriers to learning and participation in mainstream education.

The Sensory and Physical Team can provide support and training to ensure compliance with the Equality Act 2010, which  classifies disability as having a physical or mental impairment that has a ‘substantial’ and ‘long-term’ negative effect on your ability to do normal daily activities.

The team support schools and settings in identifying and removing barriers for children with a wide range of disabilities and improving outcomes of children.

This can be done through:

• 1:1 assessments
• An observation of the child in the classroom and how they access the curriculum
• Support, guidance and implementation of sensory specialist curriculum
• Evaluation of the learning environment
• Teaching strategies and modeling good practice to support staff
• Strategies to promote inclusion within the classroom
• Defining and highlighting the possible impact of a sensory and/or physical need
• Identification of what the problems are when a child has a sensory loss e.g. possible delay in language acquisition, localisation of sound, impact of background noise, behaviour implications, accessing incidental learning, acquisition of language - assessment,
  monitoring and intervention
• What is the impact of the sensory loss e.g. delays in acquisition of phonics, effects on learning to read, unconventional letter formation in writing, potential delay in educational outcomes
• How to address the sensory loss and problems e.g. appropriate amplification and the limitations - hearing aids and assistive listening devices, how to monitor and maintain equipment, bringing the child to the fore, effective use of technology - maximising contrast on white boards, supplementing visual information with auditory information
• Training for school staff to raise awareness of sensory loss and increase capacity within school
• Specific guidance regarding individual needs
• Signposting to other services/sources of information
• Specialist support on access to the curriculum including practical lessons and recording
• Advice on appropriate resources and adaptations
• Sensory and physical
• Communication and interaction
• Cognition and learning
• Specific support and guidance during times of transition
• Assistance in identifying and managing fatigue/pain levels
• Guidance around establishing and maintaining friendship groups
• Working as part of the multi-disciplinary team around a child and contributing to the creation and implementation of statutory and non-statutory plans
• Helping schools meet their statutory legal requirements regarding the moving and handling of children with physical difficulties through training and ongoing support.

Suitable for any staff working with a child or young person who has physical/movement difficulties. (Not suitable for those working with children who have emotional or behavioural difficulties requiring physical interventions.)

Subjects covered:

• Legal requirements
• Risk assessment
• Handling plan
• Intimate care
• Personal emergency evacuation plan
• How to keep your back safe
• Handling aids
• Practical techniques

Introductory course available - suitable for raising awareness of moving and handling in settings where staff are not ‘hands on’ with a student to support their movement.

Supporting the access to and use of ICT in schools for children and young people with a wide range of needs:

• Sensory and physical
• Communication and interaction
• Cognition and learning

• Know how to keep yourself safe when handling children and young people
• Be able to use safe handling techniques confidently
• Understand the process and importance of risk assessment
• Be aware of legal requirements relating to moving and handling
• Have knowledge of a range of handling aids and equipment

Some children with complex needs will fall into the criteria for being seen through the Devon core service, but if they do not, our time can be purchased.