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 and young people with vision impairment (VI), hearing impairment (HI) or a multi-sensory impairment (MSI) will require specialist support and/or equipment to access their learning, or habilitation support. Children and young people with an MSI have a combination of vision and hearing difficulties.
Some children and young people with a physical disability (PD) require additional ongoing support and equipment to access all the opportunities available to their peers - Department of Education (2015).
Vision impairment (VI)
VI refers to a range of difficulties from partial sight through to blindness. Pupils with vision impairments cover the whole ability range. For educational purposes, a pupil is VI if they require adaptations to their environment or specific differentiation of learning materials in order to access the curriculum - Department of Education and Skills (2003).
Hearing Impairment (HI)
Pupils with HI range from those with a mild hearing loss to those who are profoundly deaf. They cover the whole ability range. For educational purposes, pupils are regarded as having a HI if they require hearing aids, adaptations to their environment and/or particular teaching strategies in order to access the concepts and language of the curriculum - Department of Education and Skills (2003).
Multi-Sensory Impairment (MSI)
Pupils with multi-sensory impairment have a combination of vision and hearing difficulties. They are sometimes referred to as deaf blind but may have some residual sight and/or hearing. Many also have additional disabilities but their complex needs mean that it may be difficult to ascertain their intellectual abilities. Pupils should only be recorded as MSI if their sensory impairment is their greatest need - Department of Education and Skills (2003).
The Specialist Sensory Education Team (SSET) can provide further information and guidance.
Physical Disability (PD)
There is a wide range of physical disabilities and pupils cover the whole ability range. Some pupils are able to access the curriculum and learn effectively without additional educational provision. They have a disability but do not have a special educational need. For others, the impact on their education may be severe. Similarly, a medical diagnosis does not necessarily mean a pupil will have SEN. It depends on the impact the condition has on their educational needs.
There are a number of medical conditions associated with physical disability which can impact on mobility, such as cerebral palsy, spina bifida and muscular dystrophy. Pupils with physical disabilities may also have associated sensory impairments, neurological problems or learning difficulties - Department of Education and Skills (2003).
Support for Identification and Assessment of Need
- Formative assessment /feedback featured in lessons and evidenced in marking policies
- Summative assessment and analysis
- Progress and assessment data
- Information shared with all school staff and partners
- A regular cycle of Assess, Plan, Do, Review is used to inform teaching and learning
- Inclusive, high-quality teaching and learning is in place
- Additional Needs /SEND needs are understood and supported by regular CPD which is accessed by all staff
- The curriculum is adapted to meet the needs of all pupils, including appropriate differentiation. This will include opportunities to work and learn in different ways and various groupings as well as working towards independence
- School works closely and in full partnership with parents/carers
- The physical environment is adapted to fully meet the needs of the individual. This will include reasonable adaptations for sensory/physical/emotional and cognitive needs
- Resources are used appropriately for overcoming potential barriers to learning, including specialist resources and/or toolkits
- All pupils feel safe and valued having the potential to share their views, opinions and concerns
- There are effective links and collaboration with outside agencies and specialists
- All transitions, both micro (ie between lessons) and macro(ie across settings/key stages) are planned for over time and in partnership with the pupil, parent/carers and setting.
References
- American Psychiatric Association (2013) Diagnostic and Statistical Manual of Mental Disorders (5th edition). Arlington, VA. American Psychiatric Publishing
- Department of Education (2015). Special educational needs and disability code of practice: 0 to 25 years.
- Department of Education and Skills (2003) Data Collection by Type of Special Educational Need. DfES
- O’Connell (2015) SENCo Toolkit: Updated guidance, worked examples and template documents. Twickenham: Forum Business Media Ltd
- Rose (2009) Literacy difficulties. London: DFCS.