Physical Disabilities (Early Years)

Individuals with physical disabilities may experience challenges in physical functioning, mobility, dexterity, or stamina. They may require additional support and adaptations to enhance their ability to engage in daily activities and achieve their goals.

The information below is particularly relevant for practitioners working with children in the early years or those at a similar developmental stage. 

‘Practitioners need to decide what they want children in their setting to learn, and the most effective ways to teach it. Practitioners must stimulate children’s interests, responding to each child’s emerging needs and guiding their development through warm, positive interactions coupled with secure routines for play and learning.’ (Early Years Foundation Stage EYFS 1.16).

This section describes children who have greater needs than most of their peers for support with their physical needs which can impact on their learning. 

Some children with physical difficulties will have had their needs identified at an early age and may already have received support e.g. Cerebral Palsy, Hypermobility, will need ongoing support and interventions. For others, needs may not become apparent until the child is older, and they impact on his/her learning. Some children with physical difficulties may also have hidden learning difficulties such as planning and organisation that impacts their learning e.g. children with Developmental Coordination Disorder/Dyspraxia. 

Many children with physical needs require on going minor adaptations to the learning environment and for the learning tasks including access to play that would be considered as reasonable adjustments under the Equality Act 2010. For some this is the only support that is needed, they do not need additional SEN support. With the right support and knowledge children with physical difficulty can achieve as much as other children (PDNet Standards 2018).

Where some children have a diagnosed progressive physical condition, e.g. Duchenne muscular dystrophy, it is important to plan and prepare early for later needs.  

Other children have a temporary condition such as injured limb or post-operative care and need appropriate support to access learning. 

Unmet physical needs may impact on the child’s ability to learn in the same way and at the same rate as their peers.  The child may also have linked social and emotional needs. Look across descriptors for all relevant areas of need to make sure that support is tailored appropriately.

Websites 

Physiotherapy - Children’s Integrated Therapies  offers practical strategies and advice with helping children to move and function to the best of their ability, when they have been affected by injury, illness, developmental delay or other disability.

pdnet is a network for those supporting learners with physical disability.

Self-help resources

The SENDCO Helpdesk is a free early advice service that can discuss concerns at an individual or whole school/setting level. It is aimed to help support SENDCOs (or practitioners supporting SEND in early years) to consider the next steps when implementing the Graduated Response so that the needs of children with SEND are met as early as possible. 

Activities and resources to enhance fine motor skills by improving hand-eye coordination, dexterity, and finger strength.

Activities and resources to enhance gross motor skills by improving coordination, balance, and overall physical strength.

Training

pdnet Level 1 Training provides free online training modules. They are designed for anyone working within an educational setting who needs to develop their awareness and understanding of physical disability and the impact it can have on learning. 

If you are supporting a child with a physical disability, contact your specialist advisory teacher to explore available training options.

Early Years SEND Advisory Team training offer The Early Years SEND Advisory Team provides a comprehensive range of training to assist settings in the identification and support of Early Years children with Special Educational Needs and Disabilities (SEND).  The training offer includes: Early Years SENDCO Core training, SEND training for Childminders, the Graduated Response, planning and reviewing SEN support and outcome plans, effective communication and partnership with parents and carers as well as specific sessions to address particular areas of learning need.

Specialist support in setting

The SENSS Physical Disability Team is a countywide Special Educational Needs (SEN) teaching and advisory support service. Referrals for children under 5 can be made via a Single Point Of Request For Involvement (SPORFI) form. 

A Single Point of Request for Involvement (SPORFI) is a multiagency form used to request support from various educational and health teams for children under 5 with special educational needs and/or disabilities. For further information see the Single Point of Request for Involvement (SPORFI) Flowchart. 

Complete the SPORFI form to make a request. Services that can be requested include:

  • Speech and Language Therapy
  • Speech and Language Therapy (feeding)
  • Physiotherapy
  • Occupational Therapy
  • Early Years SEND team
  • SENSS – Physical Disability

Health Visiting Services offer support to families at home and in the community from pre-birth until the child turns 8 years old. See information on how Health Visiting and early years settings working together.

The Physiotherapy service are a team of trained physiotherapists who work with children and young people up to the age of 18 years, to help develop gross motor skills. The team help children move and function to the best of their ability, when they have been affected by injury, illness, developmental delay or other disability.

The Occupational Therapy service helps children participate in everyday life and become as independent as practically possible at school and at home. The service provides assessments, advice, activity programmes and therapy for children with a range of physical or developmental conditions that affect their daily life.

Early Help Children’s Services Early help refers to the collaborative approach taken by all services working with children and families to provide support for a family before problems escalate. Accessing early help can address potential issues and improve outcomes for children, young people, and families. More information can be found here.