Sensory, physical and medical needs (ordinarily available)

In addition to the quality first teaching expectations outlined in Section 1, additional provision and interventions maybe required. Examples of presenting needs and suggested strategies are given below as a starting point for your planning and classroom practice. For more specialist advice, please see the sensory, physical and medical needs section of the SEND Toolkit.

A pdf of the ‘ordinarily available inclusive practice’ guide can be downloaded from the main OAIP page. For more specialist advice, please see the communication and interaction section of the SEND Toolkit.

Identified barriers and or need:

Tasting (gustatory) differences

Strategies to support children who have aversion to or seek input from certain food tastes and textures.

Smelling (olfactory) differences

Strategies to support a child or young person who may have a strong aversion to smells of seeks smells out.

Touch (tactile) differences

Strategies to support children and young people with tactile differences.

Proprioceptive differences

Strategies to support proprioceptive differences.

Vestibular differences

Vestibular activities and strategies to help to raise a child’s level of arousal or alertness.

Interoceptive differences

Strategies to support.

Developmental co-ordination difficulties

Strategies and provision that could be used to support developmental co-ordination difficulties, previously known as dyspraxia.

Hearing impairment

Strategies and provision that could be used to support.

Visual impairment

Strategies and provision that could be used to support. For example, deterioration in visual behaviours e.g. handwriting, copying, moving text closer to eyes, identifying peers in playground, during low light.

Physical sensitivity

Strategies and provision that could be used to support. Including hyper and hypo responses and possible sensory processing disorder.

Physical disability

Strategies and provision that could be used to support.

Medical needs

Strategies and provision that could be used to support.

What is Tools for Schools? How can the Inclusion Framework and OAIP support my setting?

Sensory, physical and medical needs (ordinarily available)

Identified barriers and or need: