English at KS1 and physical impairment

The National Curriculum for English is statutory in all maintained, mainstream schools up to and including key stage 4. An appropriate version of the curriculum is used in maintained special schools. Key Stage 1 (KS1) covers years 1-2, children aged 5-7 years.

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

Additional challenges related to English

• Poor head control can affect pupils’ ability to scan text effectively.
• Hand eye co-ordination – many pupils will find it difficult to point at text as they explore a word.
• Speech and communication – delayed or reduced communication will impact on the process of learning to read and the development of speaking and listening.
• Life experiences – pupils may have had reduced experiences of play and creativity. This may impact on creative writing and the ability to take meaning from text.
• Fine and gross motor skills may be affected (even if this is only evident in the lower limbs).
• Laterality (a preference for using one side of the body) and spatial awareness (the ability to gauge how close objects are to each other and to be aware of where they are in relation to objects) may also be a challenge in working with others and with everyday resources and equipment.
• The child may have difficulties recognising the difference between some letters (p, b,d,g) and repeating patterns in words and sentences.

You can:

Use adaptations for physical impairment including:

• Technological devices such as PCs and laptops, possibly with large key keyboards, a mouse that works as a touch-sensitive ball and a large touch-sensitive screen (an iPad or tablet)
• Switches to help the child access technology
• A sloped writing surface to help with posture and hand control
• Standing or walking frames to aid weight-bearing opportunities
• Adapted tools, such as block-scissors, pencil grips, adapted handles and other writing and drawing equipment
• Use of a voice recorder or voice-activated computer program to capture input instead of writing or typing such as Clicker

Make sure that assessments are not based on physical ability. For example, if the child is being assessed on spelling, enable them to demonstrate this knowledge if they are not able to write.

Increase the amount of physical support a child receives at times when they are being asked to concentrate on a new skill or concept in literacy.