Post-16: Strategies and Resources

Sensory and Physical

Sensory

What you might see

You might see a student who:

  • Does not always respond to sounds or voices
  • Does not always respond when their name is called
  • Finds it difficult to listen or join in when there is a lot of background noise
  • Takes longer to understand what is being said
  • Has unclear speech or finds it difficult to express themselves
  • Becomes frustrated or disengaged when communicating with others
  • Tires easily during listening activities
  • May not always have their hearing equipment with them
  • Wears hearing aids or cochlear implant processors

What you can try

Speak with parents/carers if you have concerns about hearing and encourage them to seek advice (e.g. via a GP)

Refer to the Hearing Support Team where hearing needs are identified

Gain the child’s attention before speaking and ensure they know you are talking to them

Face the child and do not cover your mouth when speaking

Position yourself at the child’s level and nearby, including during outdoor activities

Reduce background noise where possible (e.g. turn off unused equipment, avoid music during focused tasks)

Use quieter spaces and smaller groups for adult-led activities

Seat the child so they have a clear view of the adult and any visual materials

Repeat and rephrase what others say (e.g. peer contributions)

Check hearing equipment daily (e.g. batteries/charging, cleanliness, working order)

Seek guidance from a Teacher of the Deaf or parents/carers on equipment use where needed

Contact parents/carers if hearing equipment is not brought to the setting

Use assistive listening devices (e.g. radio aids) where provided

Support the child to develop independence in using and managing their hearing equipment

Involve the child in simple equipment checks and routines where appropriate

Use visual supports alongside speech (e.g. objects, photos, symbols, gestures, Makaton or BSL, visual timetables)

Provide picture communication resources to support understanding and expression

Model and extend the child’s language during play and routines

Follow advice and strategies from specialists (e.g. Teacher of the Deaf, Speech and Language Therapy)

Label the environment using symbols and signs to support understanding

Model turn-taking and support small group interactions to develop social communication

Explain rules of games clearly to support inclusion

Provide access to books, toys and resources that reflect hearing differences

Share positive resources about hearing differences with children and families

Recognise that listening can be tiring and provide regular listening breaks (e.g. quiet time)

Support use of equipment through encouragement, praise and practical solutions (e.g. clips, headbands)

What you might see

You might see a student who:

  • Has eyes that look different (e.g. colour, alignment or movement)
  • Seems unsteady or less coordinated when moving around
  • Moves very close to books, objects or screens to see them
  • Has difficulty seeing things clearly, especially at a distance

What you can try

Follow advice and strategies from the Vision Support Team (e.g. environmental audits for indoor, outdoor and transition spaces)

Ensure the environment is well-lit, with minimal glare and clutter, and is organised clearly

Use high-contrast colours and clear labelling to support navigation

Share the child’s individual management plan with all staff to ensure consistent support and access

Use multi-sensory approaches to support learning (e.g. combining visual, auditory and practical experiences such as real objects and demonstrations)

Check understanding regularly during activities

Engage with training from the Vision Support Team to develop staff confidence in supporting vision needs

Monitor the child’s progress and adapt support strategies as needed

Contact the Vision Support Team if there are changes in the child’s needs or further advice is required

Work in partnership with parents/carers and other professionals to support independence skills

Involve specialist services (e.g. Habilitation Team) where appropriate to support mobility and independence across home and the setting

What you might see

You might see a student who:

  • Shows signs of both hearing and vision differences (see the sections on hearing and vision)

What you can try

Use strategies from both the hearing and vision sections to support access

Ensure communication is accessible, taking into account both hearing and vision needs

Provide accessible resources, including tactile elements, to support understanding and information gathering

Support mobility and orientation by clearly defining spaces and learning areas

Follow guidance from environmental audits to adapt the setting

Work with specialist professionals (e.g. Teacher of the Deaf, Qualified Teacher of Vision Impairment) for advice and support

Seek further specialist assessment where needs go beyond ordinarily available provision

Physical

What you might see

You might see a student who:

  • Finds handwriting or presentation difficult
  • Experiences difficulties with hand strength or co-ordination
  • Writes more slowly than their peers
  • Produces written work that is difficult to read or organise
  • Becomes tired or frustrated during written tasks
  • Finds practical curriculum tasks or using equipment difficult
  • Needs support to access tools, resources or specialist equipment within lessons

What you can try

Adapt the outcome or recording method for tasks where appropriate.

Reduce the amount of writing required where this is appropriate and proportionate to the course.

Provide copies of notes, PowerPoint slides or printed resources where helpful.

Offer alternative ways to record work using ICT or assistive technology.

Allow students to use their own assistive technology or adapted resources in line with setting policy.

Provide extra time to complete tasks where needed.

Offer learning or movement breaks during extended written activities.

Provide adapted or specialist equipment where appropriate.

Use practical, verbal or visual methods of recording learning where possible.

Check that workspaces, seating and equipment support comfort and accessibility.

What you might see

You might see a student who:

  • Needs additional time to prepare and change clothing
  • Experiences difficulties with fastenings, buttons or zips
  • Becomes anxious or overwhelmed during changing routines

What you can try

Provide extra time and support and predictable routines within usual routines for preparing workwear and subject-specific clothing where needed.

Provide practical support with organising clothing and equipment where appropriate.

Allow students to use adapted clothing or equipment where needed.

Offer access to quieter or less busy changing spaces where appropriate and possible to do so within what is reasonable.

What you might see

You might see a student who:

  • Finds moving around the setting difficult
  • Experiences difficulties accessing physical activities or educational visits
  • Needs additional time to move safely between areas
  • Becomes tired or fatigued when walking longer distances
  • Finds maintaining a sitting position for extended periods difficult
  • Needs support to access different environments, equipment or facilities safely
  • Benefits from mobility adjustments or adapted environments

What you can try

Provide time and space for students to move safely around the environment.

Consider reducing walking distances and providing rest breaks where appropriate.

Make reasonable adjustments to support mobility around the setting.

Provide access to lifts, adapted routes or alternative access arrangements where available.

Consider seating, positioning and movement needs within learning environments.

Allow movement breaks where needed during extended learning activities.

Ensure educational visits and physical activities are planned with accessibility in mind.

Provide adapted equipment or physical support where appropriate.

Work with relevant professionals to support mobility and physical access needs.

What you might see

You might see a student who:

  • Requires additional support with personal care routines
  • Experiences anxiety or reduced confidence linked to personal care needs
  • Needs adapted facilities or equipment to access toileting independently
  • Benefits from discreet and consistent support from trusted staff

What you can try

Facilitate support for personal care where appropriate and agreed with the student and family with particular focus on support that is provided with dignity, privacy and sensitivity.

Ensure staff are available to provide discreet support where needed.

Provide accessible taps, soap dispensers and paper towels where appropriate.

Provide adapted toilet facilities such as rails, frames or lower toilets where needed.

Use clear and consistent routines to support independence and confidence.

Work collaboratively with students, parents/carers and relevant professionals to agree support arrangements.

Ensure students know how to access support when needed.

Resources