Science at KS1 and physical impairment

These pages looks at the physical issues you will need to consider when including a physically impaired child in the classroom. For communication aids, read the communication difficulties section.

Throughout KS1 and 2 in science the things to consider will be similar; the differences are in the enhanced level of support needed and the opportunities that can be created.

Begin by reading the information on challenges faced by physically impaired children across the curriculum and at all levels, plus the suggestions for inclusion.

It is easier to understand and remember concepts if the pupil has a hands-on approach. Science is essentially activity-based which disadvantages pupils who have limited motor function in their hands and arms. So it is important to take a creative approach to planning the curriculum and to provide as many active learning opportunities as possible.

You can:

• Think about activities that a physically impaired pupil can access. Use small-sized equipment, so that the pupil can reach and be involved.
• Use switch access for controlling electrical equipment.
• Modify equipment; use a long-handled broom to push a toy car along a slope. Let the child use a standing frame or a side/front-lyer (a piece of equipment used in physical management programmes to aid position changes for pupils) – discuss this with the pupil’s physiotherapist.
• Use a voice-recorder, voice-activated software, a word-processor with modified keyboard and mouse and digital photography for recording work.