the board, increasingly approaches to learning to and so will need to Will require significant asking for verbal supplement visual stimuli, focus their attention for 1:1 planned instructions to be given long periods of time. intervention. verbally. There will be appropriately Visual impairment will Sometimes high expectations have a severe impact May require daily misunderstands curriculum achievement on the learner’s ability therapy and medical instructions and needs and of if grouping by ability to function intervention to crucially reassurance or care should be taken that independently in the avoid pressure reinforcement before cognitive ability is the school environment damage and maintain beginning a task. criteria used rather than and in their everyday joint integrity. the impaired ability to life. Apparent fluctuations in access the materials. If a wheel chair user attention, responses to They may have will have severe sound and spoken Withdrawal from the class difficulties with literacy physical difficulty with language. group should be kept to a and may not be able to very restricted minimum and should only benefit from the usual movement requiring Frequent ear infections occur when meeting approaches to learning hoisting/position and hospital students’ needs and to read e.g. synthetic changes during the appointments have planned above all else as phonics. school day and caused a higher than an aid to learning needs. intimate self-care skills usual school absence as Provision should be to be met by others. well as intermittent informed by flexible Supervision and Will have minimal fine hearing loss. approaches to whole support is required to motor skills and may curriculum planning. It may navigate an be at the early stages A student with monoaural be necessary to complete appropriately adapted of developing mobility. hearing loss will have tasks made slower by school building/campus May need the use of difficulties with visual impairment, prepare and access to the physical aids such a location and a student for a learning curriculum. standing frame or experience, reinforce moulded seating. May
the board, increasingly asking for verbal instructions to be given verbally. Sometimes misunderstands instructions and needs reassurance or reinforcement before beginning a task. Apparent fluctuations in attention, responses to sound and spoken language. Frequent ear infections and hospital appointments have caused a higher than usual school absence as well as intermittent hearing loss. A student with monoaural hearing loss will have difficulties with location and approaches to learning to supplement visual stimuli, There will be appropriately high expectations curriculum achievement and of if grouping by ability care should be taken that cognitive ability is the criteria used rather than the impaired ability to access the materials. Withdrawal from the class group should be kept to a minimum and should only occur when meeting students’ needs and planned above all else as an aid to learning needs. Provision should be informed by flexible approaches to whole curriculum planning. It may be necessary to complete tasks made slower by visual impairment, prepare a student for a learning experience, reinforce and so will need to focus their attention for long periods of time. Visual impairment will have a severe impact on the learner’s ability to function independently in the school environment and in their everyday life. They may have difficulties with literacy and may not be able to benefit from the usual approaches to learning to read e.g. synthetic phonics. Supervision and support is required to navigate an appropriately adapted school building/campus and access to the curriculum. Will require significant 1:1 planned intervention. May require daily therapy and medical intervention to crucially avoid pressure damage and maintain joint integrity. If a wheel chair user will have severe physical difficulty with very restricted movement requiring hoisting/position changes during the school day and intimate self-care skills to be met by others. Will have minimal fine motor skills and may be at the early stages of developing mobility. May need the use of physical aids such a standing frame or moulded seating. May
indicator_of_need_sensory_medical_and_or_physical_needs.docx