Sensory and/or physical
Some children and young people require special educational provision because they have a disability that prevents or hinders them from accessing the educational facilities typically available to their peers.
These needs may be age-related, fluctuate over time, and often require ongoing support.
Children and young people with:
- Vision Impairment (VI)
- Deafness
- Multi-Sensory Impairment (MSI)
…may need specialist support, equipment, or habilitation to access learning. MSI refers to a combination of vision and hearing difficulties.
Information on how to provide services for deaf, vision impairment and deafblind children and young people is available through the Camden Sensory Services for CYP and through Camden’s Local Offer: Physical and sensory needs — Camden Council. Also see the Care for Deafblind children and young people and Adults guidance published by the Department of Health: Care and Support for Deafblind Children and Adults: Policy Guidance.
Children and young people with sensory or physical disabilities may require:
- Adaptations to the physical environment
- Specialist equipment
- Modified curriculum materials
- Support from professionals (e.g. Habilitation Specialists, Audiology Technicians)
- Mobility training and independent living skills
- Teaching of specialist skills
These adaptations help ensure access to both the curriculum and the wider school environment.
Academic progress may be significantly impacted, but the defining factor is the long-term and substantial effect of the sensory or physical need on access and learning.
Schools must ensure reasonable adjustments under the Equality Act (2010) and document multi-professional concerns where lack of action could hinder progress.
Questions: What helps you learn best? What helps you feel better and more successful at school? What helps you?
Answers (Camden CYP, 2025):
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