SEND Local Offer

Physical and sensory

Pupils with physical and/or sensory difficulties are characterised by the following:

  • Visual impairment
  • Hearing impairment
  • Multi-sensory impairment
  • Physical impairment (see section on Dyspraxia)

that means they require additional support and equipment in order to access learning.

Visual impairment

Teaching and learning strategies typically used by schools for pupils with a visual impairment include:

  • All staff, either permanent or visiting, will ensure that the child is fully included in all aspects of school life
  • A adapted curriculum, so that it meets the child’s intellectual and visual needs
  • Fully support the additional curriculum necessary for a child with a visual impairment. This could include: learning braille, touch typing, independent living skills, mobility and social skill development depending upon your child’s needs
  • Offer a wide range of multi-sensory tasks and teaching styles so that the child does not only need to use their vision when learning
  • Ensure that sufficient time is allocated for any necessary pre-teaching, revision of skills, or completion of task
  • Schools will provide the support for alternative ways of recording work. This may include the use of technology for access and communication
  • Visual fatigue rest breaks
  • Support the child’s inclusion with extra-curricular activities such as after school clubs and activities

Hearing impairment 

Teaching and learning strategies typically used by schools for pupils with a hearing impairment include:

  • All staff, either permanent or visiting, will ensure that the child is fully included in all aspects of school life
  • The school will have a named person who will be responsible for managing the child’s audiological equipment through daily checks
    An adapted curriculum, so that it meets the child’s academic and hearing needs
  • In addition to the National Curriculum schools and other professionals will support the child’s learning of their hearing impairment, ways of promoting effective communication and develop their social and emotional needs in order to be independent in their adult life
  • Offer a wide range of multi-sensory tasks and visual clues to support understanding of the curriculum and the child to reach their full potential
  • Ensure that sufficient time is allocated for any necessary pre-teaching, revision of skills, or completion of task
  • Support the child’s inclusion with extra-curricular activities such as after school clubs and activities