Sensory and/or physical needs cover six key areas: general physical needs, visual impairment, hearing impairment, fine motor skills, gross motor skills, and sensory needs. A child or young person may have needs that fall within just one area, or their needs could be across a few areas. Usually, additional support and adaptations are needed to ensure a child or young person can access learning and social opportunities other children and young people have.  This could include adapting their work, learning environment, or support from staff members.

Children or young people with hearing impairments can have significant difficulties accessing educational opportunities to develop their their learning and play. Hearing impairment can range from mild/moderate to severe/profound, with children or young people using assistive devices such as hearing aids or cochlear implants to support them. Hearing impairments can be closely linked to other areas of need, such as Communication and Interaction, and it is important to ensure that hearing needs are met to avoid it intensifying these needs.

How these needs may present in the classroom

• Unclear speech

• Lack of engagement

• Fatigue (listening fatigue)

• Difficulty following a class discussion or lesson input

• Misunderstanding

Children or young people born with a visual impairment can face difficulties with development and learning, including: their social communication, mobility, and everyday living skills. The level of need can depending on the severity of sight loss, the age their visual impairment appeared, and their general abilities. Some children or young people may wear corrective lenses to help their vision, which may be enough of an adaptation whereas other children may need larger print and/or  assistive technology.

How these needs may present in the classroom

• Difficulty accessing resources

• Poor presentation

• Headaches

• Eye-rubbing

• Holding items close

• Difficulties navigating their environment

The Equality Act (2010) defines physical disability as “a limitation on a person’s physical functioning, mobility, dexterity or stamina” that has a negative long-term effect on a person’s ability to complete normal daily activities. It is important to consider that children or young people with the same or similar physical conditions may have very different impacts on their development. Some children or young people may have needs that consistently impact their everyday functioning, but others may be more ‘hidden’ or have symptoms that fluctuate throughout the day. 

Children or young people with general physical needs may need additional support with their fine or gross motor skills, although these can also be difficulties for children and young people who do not have any other general physical needs. Children or young people with fine motor difficulties may find it harder to control the muscle movements in their hands, e.g. when holding a pencil. Those with gross motor difficulties may have poor muscle tone and coordination of their ‘bigger’ movements, e.g. walking, running, climbing. 

How these needs may present in the classroom

• Clumsiness moving around the classroom

• Poor work presentation / hand-writing

• Disorganisation e.g. with their work-space or belongings

• Poor hand-eye coordination

• Ongoing continence problems

• Additional support to develop self-help and independence

• Unusual posture or muscle tone

Children and young people with sensory needs may seek out activities that involve certain senses (e.g. stroking fabric for their sense of touch or seeking physical movement), or they may avoid activities that involve certain senses (e.g. loud noises). Children and young people may feel uncomfortable and overwhelmed in environments where they can’t self-regulate, which can impact their emotional wellbeing ability to access learning and play environments opportunities.

How these needs may present in the classroom

• Anxiety at certain times e.g. transition points, assemblies.

• Frustration

• Clumsiness

• Lack of engagement with particular activities

• Avoidance of certain areas e.g. busy corridors or rooms

• Seeking out certain types of stimuli e.g. climbing or specific textures