The SEN Support provision we expect all schools and settings to offer for children and young people with physical needs.
Whole-setting approaches:
Have a supportive ethos and environment which promotes respect and values diversity
Curriculum teaching and learning to promote resilience and support social and emotional learning
Raise awareness by providing appropriate training for all staff
Curriculum promotes independence and social inclusion
Ensure shared spaces and corridors are clear and tidy to allow easier movement
Audit accessibility (e.g.Do the edges of steps and stairs have good contrast? Are pathways and edges clearly defined?)
Suggested SEND support strategies in the classroom:
Ensure that the classroom is clear and tidy and does that the layout allows ease of movement
Ensure frequently used resources are clearly labelled and easily accessible
Provide access to a key worker when required (e.g. additional assistance may be required to access the curriculum, manage the condition and move around the site)
Ensure CYP consistently uses any learning aids or assistive technology as advised and provided by specialist services (e.g. specialist chairs, standing frames)
Create a ‘one-page profile’ involving parents/carers and the CYP in identifying how best to support
Allow extra time to complete tasks and be aware of the fatigue the CYP may experience
Ensure the CYP is sitting in the most appropriate place in the classroom
If required, use alternative and augmentative communication under guidance from SALT
Use technology to maximise access to the curriculum and information
Risk assess and review accessibility of extracurricular activities, trips and visits at an early stage
Allow any reasonable adjustments to uniform that are required
Implementation of eating or drinking advice provided by SALT due to an identified need
Provide additional emotional support to ensure wellbeing
Adapt the format and content of homework tasks to maximise accessibility
Suggestions for the SENDCo:
If resources in the setting do not meet need, refer to Access Through Technology (ATT) for hardware (e.g. rollerball, adapted keyboard) or software (e.g. predictive text, talking word processing)
Training in specific therapy programmes as recommended by NHS professionals
Condition specific training (e.g. cerebral palsy, epilepsy, diabetes)
Facilitate programmes to develop specific identified gross and fine motor skills as advised by specialist services (e.g. OT and physiotherapy)