Sensory and/or Physical Needs
Some children and young people have a disability that prevents or hinders them from making use of the educational facilities generally provided.
The SEND Code of Practice (2015, 6.34)
Some children and young people require special educational provision because they have a disability that 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.
6.35 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.
Universal Approaches
This section should be read in conjunction with Section 1: Universal Approaches, which together provide a robust framework for supporting all learners across educational settings. The universal strategies outlined are designed to promote inclusive practice and ensure that every pupil has access to high-quality teaching and learning.
Key Components of Universal Guidance
- Environment: Best practice guidance to support settings in auditing the physical environment to ensure it is accessible and meets the diverse needs of all learners (including learners with physical and sensory needs).
- Curriculum and High-Quality Teaching: Evidence-informed strategies that benefit all learners. These approaches form the foundation of inclusive classroom practice and are essential for creating an environment where every pupil can thrive.