Physical disability

Identified barriers and /or disabilities:

• Check that if the child or young person is under the care of health professionals they have an up to date assessment and information. Refer to relevant professionals if needed for further assessment and advice.
• Consider the adaptations needed to ensure that the child or young person is able to access learning with their peers as much as possible.
• Ensure that transition arrangements have been put into place prior to the child’s entry to class. This would include ensuring that the necessary adaptations are in place, such as:
  • Undertaking appropriate moving and manual handling training.
  • Use of support equipment e.g. work chairs, walkers, standing frames, hoists.
  • Ensuring that appropriate accessibility plans are in place e.g. Personal Emergency Evacuation Plan.
  • Undertaking appropriate care training and use of school’s hygiene suites.
  • Procuring and knowing how to use/maintain (where necessary) with operated life-skills / curriculum equipment.
• Use adapted equipment to facilitate access specific activities throughout the school day e.g. cutlery, crockery, scissors.
• Maintain progress by having a detailed handover with the child’s previous teacher to have a clear understanding of their strengths, coping strategies and any particular areas of need. Consider those that also relate more broadly to their development or emotional well-being such as opportunities to develop confidence or developing and maintaining friendships.
• Keep a focus on promoting independence and resilience within planning and differentiation. 
• Provide accessible ‘stretch’ opportunities.

Last updated 3 November 2021