Unit 27- Support learners with sensory and/or physical needs

Level: 3 Credit value: 4 NDAQ number: M/601/8135

Outcome 1 Understand the rights and needs of children and

young people with physical, motor and/or sensory disabilities

1.1 explain the effect of a primary disability on children and young people’s social, emotional and physical development

1.2 explain the effect of:

a) long-standing or progressive conditions

b) chronic illness, pain and fatigue

c) on the emotions, learning, behaviour and quality of life of children and young people

1.3 explain how medication taken by children and young people may impact on their cognitive and physical abilities, behaviour and emotional responsiveness.

Outcome 2 Understand the special educational needs of

learners with sensory and/or physical needs

2.1 explain the nature and level of sensory and/or physical needs of learners in the setting

of making optimal use of learners’ residual sensory and physical functions.

2.2 summarise the individual plans of learners with sensory and/or physical needs with whom they work

2.3 explain the roles and responsibilities of others who contribute to the support of learners with sensory and/or physical needs

2.4 explain the sorts of specialist equipment and technology used by learners with whom they work and how it helps overcome or reduce the impact of sensory or physical impairment

2.5 explain the importance of making optimal use of learners’ residual sensory and physical

functions.

Outcome 3 Support learners with sensory and/or physical

needs to maximise learning

3.1 adapt the layout of the learning environment and the equipment used to enable learners with

sensory and/or physical needs to access and maximise learning opportunities

3.2 select, develop and use teaching and learning materials in the appropriate medium as

required by learners with sensory and/or physical needs

3.3 demonstrate ways of supporting learners with sensory and/or physical needs to actively

participate in learning activities as appropriate to their level of development, physical abilities

and any medical conditions

3.4 demonstrate ways of using and helping learners to use any specialist equipment to maintain

their comfort and maximise participation in learning activities

3.5 demonstrate ways of promoting learners’ self-esteem and independence.

Outcome 4 Implement structured learning programmes for

children and young people with sensory and/or physical needs

4.1 use knowledge of individual children and young people to contribute to planning structured learning programmes

4.2 work with children, young people and others to plan delivery of structured learning

programmes to:

a) minimise distractions

b) minimise disruptions to normal routines and schedules

c) take place at a time when children and young people are most receptive and will receive

maximum benefit

4.3 explain the importance of being responsive and flexible in implementing structured activities for learners with sensory and/or physical needs

4.4 implement structured activities as agreed with children, young people and others to meet the needs of learners with sensory and/or physical needs.