Physical Disability & School

SEN Support Register

The first tier of support. The school places your child on the SEN Support register and creates a plan (sometimes called an IEP or provision map) setting out what adjustments and support they’ll provide. The SENCo co-ordinates this. It’s funded from the school’s own budget. For many physically disabled children with moderate needs, SEN Support plus reasonable adjustments is sufficient.

EHCPs for Physical/Sensory Needs

When the school’s own resources aren’t enough, an Education, Health and Care Plan (EHCP) is the next step. For physically disabled children, the EHCP might specify:

• 1:1 or small-group support from a trained teaching assistant
• Specialist equipment (standing frame, specialist seating, communication aids)
• Therapies: physiotherapy, occupational therapy, speech and language therapy
• Environmental modifications (hoists, specialist changing facilities)
• Sensory impairment support: Teacher of the Deaf, Qualified Teacher of the Visually Impaired (QTVI)

Make provision specific and quantified(e.g. “2 sessions of 45-minute physiotherapy per week delivered by a qualified physiotherapist”). Vague wording is unenforceable.

Individual Healthcare Plans (IHPs)

Separate from SEN provision, an IHP covers medical needs in school. Under the Supporting Pupils at School with Medical Conditions statutory guidance (2014), schools must ensure children with medical conditions are properly supported. The IHP sets out: what medication is needed and when, emergency procedures, staff training requirements, and any environmental adjustments. Your child may need both an EHCP and an IHP.

Therapy in School

Physiotherapy and occupational therapy (OT) can be delivered in school — but who funds it is often contested. If therapy is “educational provision” (i.e. needed to access the curriculum), it should be in Section F of the EHCP and funded by the LA. If it’s “health provision”, it falls to the NHS. In practice, the distinction is blurred and parents often find themselves caught between the two.

Extra time

Usually 25% extra. Can be up to 50% or more for severe physical difficulties. Evidence from a specialist assessor required.

Typically for: Children with conditions affecting writing speed, stamina, or processing

Rest breaks

Supervised breaks during the exam (clock stops). For fatigue, pain management, or medical needs like blood glucose testing.

Typically for: Chronic conditions, muscular dystrophy, chronic fatigue, diabetes

Scribe / voice-to-text

A trained scribe writes answers dictated by the student, or voice recognition software is used.

Typically for: Children who cannot write or type, or whose writing is too slow/painful

Modified papers

Large print (A3 or A4 enlarged), braille, or modified diagrams. Tactile diagrams for visually impaired students.

Typically for: Visual impairment, some physical conditions affecting vision

Practical assistant

A person who carries out practical tasks under the student’s instruction (e.g. in science, DT, art).

Typically for: Children who cannot manipulate equipment safely or independently

Separate room

A quiet room away from the main exam hall. May include specialised equipment (adjustable desk, standing frame, medical equipment).

Typically for: Children needing medical equipment, frequent breaks, or noise-free environment

Modified practical exams

Adapted practical components (e.g. modified science experiments, alternative PE assessment). Exam boards provide guidance.

Typically for: Physical disability affecting practical tasks in GCSE/A-level subjects

Computer / assistive technology

Use of a laptop, tablet, or specialist input device. Must reflect the student’s normal way of working.

Typically for: Children who normally use technology in lessons due to physical disability