This is a medically identified physical disability which limits a person’s:
- physical functioning
- mobility
- dexterity
- stamina
The CYP’s level of physical functioning will be a cause of concern and have an impact on their access to the curriculum and their ability to be fully involved in learning and social activities.
Examples of long term conditions include:
- Cerebral Palsy
- Spina Bifida
- Achondroplasia
- brittle bones
Individuals learn and progress at different rates and times. If progress is much slower than other people, slower than previously or appears to cease, then this should be immediately investigated and supported through an ‘assess, plan, do, review review’ process.
This is a medically diagnosed hearing impairment which is permanent and/or necessitates the use of amplification equipment. If a child/young person presents with amplification hearing devices, this indicates they have been assessed for a hearing loss. They are likely to have an audiogram which will help define their level of hearing loss.
A long term, medically defined, visual impairment that cannot be corrected with standard glasses or contact lenses; including visual processing difficulties such as Cerebral Visual Impairment. The CYP’s impairment has an impact on their access to the curriculum and on their ability to be fully involved in learning and social activities.
This is where someone has loss to both their distance senses hearing and vision. They may also have neurological differences and additional difficulties which cause them to function as if they have significant sensory impairment/s.
An impairment of both distance senses has an exponential impact on a CYP’s development. All children with a dual loss will have difficulties in the three important areas of
- communication
- gaining of information
- orientation and mobility
Individuals learn and progress at different rates and times. If progress is much slower than other people, slower than previously or appears to cease, then this should be immediately investigated and supported through an ‘assess, plan, do, review review’ process.