Students with Physical Needs

Description of Student
  • The student has physical needs but can be independent with some minor adaptations to the environment.
  • Able to participate in most or all classroom activities.
  • The student may display fine motor skills difficulties.
  • The student may display gross motor skills difficulties.
The types of intervention and support
  • All teachers are teachers of children with special educational needs (COP 5:2).
  • Whole school awareness and understanding of how to support students with specific physical needs.
  • The student’s physical needs will be assessed by a qualified professional, who will make recommendations for the provision in school and refer on to other agencies if required.
  • Tasks may need to be differentiated by level/outcome/pitch/pace and grouping. Aspects of structured teaching may be helpful.
  • Staff are skilled at selecting appropriate methods and materials into their lesson plans to ensure access across the curriculum for students.
  • Staff are skilled in adjusting the pace and order of activities to maintain interest and attention.
  • May require some additional support from Learning Support Assistants in lessons and/or for medical/dietary needs.
  • May require scheduled meetings, visits and observations from external agency support.
  • More structured/alternative provision may need to be put in place for practical lessons, such as PE, Technology and Drama.
  • May benefit from focused/small group intervention from Aspire.
The learning environment
  • Sensitively placed when working in groups.
  • Staff to consider individual seating arrangements and movement around the classroom.
  • Teachers to use subject knowledge and expertise to create strategies which ensure their lessons are accessible.
Partnership with parents, carers and other agencies
  • Involvement from external agencies, such as Regency Outreach Support Team.
  • Review meetings with the young person, parents and external agencies (as appropriate).
  • Regular staff training on specific individual needs.
  • A care plan may need to be considered and put in place.
Progress indicators
  • The student is able to access curriculum content.
  • The student is making expected levels of progress, which is in line with their peers.
  • The student is fully integrated in lessons.
  • The student can safely access all areas around the school site.
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