Physical needs

• Appears unable to take part in some classroom or social activities.
• May not have the right equipment.
• May not know what lessons they have next or during that day.
• Struggles to predict what equipment to use when given a task.
• Seems unsure about how to complete a task.
• Has difficulty participating in PE lessons; accessing activities which involve throwing and catching or using a bat and ball.
• Spatial awareness difficulties.
• Struggles to maintain functional working position in the seat provided.
• Has difficulty moving between equipment, for example chair to standing, chair to floor.
• Shows mental fatigue, for example staring into space, not able to hold small amounts of information, work refusal.
• Shows physical fatigue, for example displays poor posture, becomes clumsy or struggles to coordinate movements.
• Dependence on an adult to do the planning and arranging for them.
• Is unable to maintain self-esteem, for example they can’t see their own strengths.
• Has associated pain.

• Regular rest breaks to reduce fatigue.
• Pupil voice – make a list of their Red, Amber and Green impact activities. It doesn’t have to be about physical activity; it may be a certain subject, for example Maths because they find it hard.
• Pupil voice to consider the barriers that drain energy in their day.
• Use of assistive technology, for example Clicker, switches, roller ball mouse, speech to text.
• Careful consideration of timetabling, to allow for rest breaks and fatigue management.
• Koosh, spider balls, bean bag, but not just for the child or young person with physical difficulties.
• Slower moving objects are easier to catch, for example lightweight balls or balloons.
• Use lightweight or Velcro bats. Grips are available to secure bats.
• Provide specific input for development of age appropriate social and emotional skills.
• Use alternative equipment and resources from OT, Physio or Advisory teachers, to include self-help skills.
• Moving and handling training for key staff, to ensure safe practical handling techniques are followed and a handling plan is in place.
• Accessibility planning to include Personal Emergency Evacuation Plan – PEEP.
• School trips planned well in advance, with accessible transport and risk assessment completed.
• Accessible toilet and an intimate care policy in place for individual child or young person which may include a toilet pass.
• Reasonable adjustments are made to the school environment and building, adaptions may include:
  ramps, accessible toilets, grab bars, height adjustable furniture.
• Support and opportunity for children and young people to contribute to their reviews and planning meetings.
• Access to appropriate modified resources as recommended by the Advisory Teacher for Physical Difficulties.
• Teach and practise self-advocacy skills, for example the confidence to speak up if they can’t see the board or activity, highlighting positive role models, opportunities to engage in the physical disability community.
• For older pupils, advice and guidance from a careers advisor, aware of the needs of children and young people who have physical needs, about preparation for adulthood and options available at post-16, work experience and independent living.

Support services

• Request Support from Devon’s Sensory or Physical Needs Team
• Moving and handling of children and young people with physical difficulties training
• The Transitions Adult Social Care Service (TACS)
• Devon Carers

Further reading and information

• Devon sensory and physical resources and information: 
  • Devon’s Sensory or Physical Needs Team (physical difficulties)
  • Conditions
  • Positioning
  • Useful physical difficulties websites
  • Managing fatigue
  • Concentration and organisation
  • Top ten tips for PE
  • Moving and handling
• Physical Disabilities | Children and Family Health Devon
• Body awareness in PE – tips and advice | Children and Family Health Devon
• Accessories that can be used to support with mealtimes | Children and Family Health Devon
• Sense of movement and balance tool | NHS Greater Glasgow and Clyde
• Devon’s preparing for adulthood transitions guide

Resources to share with parents

• Backward chaining: teaching young ones self-care |Children and Family Health Devon
• Accessories for toilet training and going to the toilet| Children and Family Health Devon