Individual Education Plans Physical Disabilities and Medical Conditions

John Cornwall, Christopher Robertson

• Publisher: Routledge
• Year: 2013
• eBook ISBN: 9781134101177
• Edition: 1
• Topic: Education
• Subtopic: Education General

First Published in 1999. This book is part of a series of books on individual education plans (IEPs), each focused on a specific aspect of special educational needs (SEN) and intended to support effective practices in mainstream schools working to make their provision inclusive. This book results from work undertaken as part of a research project commissioned by the DfEE and managed at the Special Needs Research and Development Centre of the Department of Education at Canterbury Christ Church College of Education.

Individual and environmental assessment: Principles

Some pupils begin their lives or early school careers with physical disabilities or a serious medical condition, while other pupils develop disabilities or conditions later in their school lives. Sometimes they are short-term, sometimes they are longer-term or permanent, and sometimes they may not be considered by some as a disability – for example, asthma, epilepsy, attention defecit hyperactivity disorder ADHD, disfigurement, mental illness or as having any impact on a pupil’s capabilities and opportunities.

Such difficulties may, without action by the school or LEA [local education authority], limit the child’s access to the full curriculum. Some children with physical disabilities may also have sensory impairments, neurological problems and learning difficulties.

(Code of Practice, 3:71, p. 6, original italics)

Assessment is important not only to establish individual needs and the need for adjustments to the learning environment and experiences of the pupil, but also to act as a way of sharing and communicating information. Teachers (and other professionals) are not the only ones who ‘assess’. Everyone coming into contact with the child will make some form of assessment. Some may be ill-informed and peremptory and some well-considered and balanced. It is likely that the pupil will become aware of other people’s assessments in the normal course of events.

A young disabled child will have a different experience to that of other children purely because the opportunities for movement and exploration will be hampered at a time when early experiences are being built up. Similarly, a child who has experienced serious or prolonged illness prior to school is likely to have missed out on much early learning experience – particularly in the important areas of developing social and learning skills. There may be a range of obstacles to early learning for a disabled child, depending upon the nature and severity of the disability (See next page).

On the other hand, a very young child gains their very early experience through the hands of parents and other adults. Being handled, carried and stimulated is an important part of development in the early years and it is just as important for a disabled child. There is no reason why parents cannot continue to stimulate and handle their young child and, in partnership with others, using knowledge gained, begin to compensate to some degree for the reduction in the child’s experience of movement and space and, perhaps, their inability to communicate without assistance. There are additional stresses for parents and child that come from coping not just with physical or medical difficulties but with an inherently hostile physical (and sometimes social) environment. Once their infant has developed language (or has learned to communicate via alternative means), parents skilfully begin to change their communication style at times so as to prepare their child for school. Instead of merely communicating socially, the adult adopts a ‘teaching style’ approach and asks the child questions such as ‘What colour are your shoes?’ and ‘How many plates do we need to put on the table?’ Similarly, they move from seeking to establish ‘joint attention’ to developing the skill of having the child’s attention directed by an adult: ‘Let’s make a nice picture to put on the fridge – hold the red pencil and draw me a lovely apple’. They also try to get their child to listen, and engage in school type activities: reading, drawing, numbers, etc. Parents can often offer the one-to-one attention needed to support successful attempts to manipulate materials or to develop the physical stamina to be able to remain ‘on task’. They encourage their child to make choices and to direct his/her own attention: ‘What would you like to draw? Think about what colour you would like the roof to be. Can you be very clever and finish off the picture by yourself?’ The important point to note is that these skills and the attendant experiential learning are explicitly taught and learned during the years prior to school entry. There is a tendency, particularly if the child has difficulties with communication, for adults to begin to take complete control of conversations and not to attempt to find a way to understand the child’s (perhaps non-verbal) communications. It is very easy for adults to end up talking to themselves, with the child having given up completely – possibly not listening or paying attention. Often a great deal more time needs to be taken to ensure that communication is two-way. A child who is disabled or ill may well have to muster considerably more will and energy to perform simple tasks than his or her peers. The appearance of lethargy or apathy could simply be tiredness. The length of activities should be monitored in relation to the effects of the child’s illness or disability, and the child’s stamina built up accordingly.

Early exploration and experience could be curtailed and less ‘rich’ through difficulties of moving about, or amongst people, and of handling or exploring new objects.

Eating and drinking can be very much more difficult and these early independence skills may be hampered, along with the all-important social and emotional needs that are fulfilled by them.

Continence is another early learning area that can become overwhelming depending upon cultural pressures exerted on parents (e.g. acceptance or stigmatisation).

Readiness for school may take longer, as will some of the pre-school skills, due to different physical experiences.

Discomfort, pain and fatigue are all experienced to varying degrees and can act as a disincentive to ‘activity’, including educational activity. A disabled child will have grown up wi...

Table of contents

• Cover
• Title Page
• Copyright Page
• Table of Contents
• Acknowledgements
• Introduction
• Inclusion and equality of opportunity: where do IEPs fit in?
• IEPs, social and medical issues
• Individual and environmental assessment
• Targets, strategies and adjustments
• Coordination and monitoring
• Involving the learner
• Partnership with parents
• Training
• References