In planning and guiding what children learn, practitioners must reflect on the different rates at which children are developing and adjust their practice appropriately.

Tactile signing will benefit children with multi-sensory needs:

Learn tactile signing | Sign language for deaf blind (ndcs.org.uk)

Deafblind Manual is a way to communicate using touch only, not sight or speech. Words and sentences are spelt onto your hand using individual letter signs. Deafblind Manual – Sense

Objects of reference advice is available on this link SEND Resources – Family Hub (torbayfamilyhub.org.uk) offer the child real life objects to encourage them to make choices.

Use Intensive Interaction approaches e.g. follow the child’s lead in their choice of interaction.  Play alongside the child with a similar toy or object.  Reduce your words and wait for the child to interact (give eye gaze, touch) with you before giving vocal comment.

Spend time playing in parallel with the child, getting to know their play preferences, pace of learning and communication skills, both non-verbal and verbal.  Help the child feel comfortable with your presence as a play partner. 

Use the Engagement Model to support you with your observations of the child’s play.  It is a dynamic assessment and planning tool for adults to consider what is really engaging our children in the play environment and support provision that matches their needs. The Profile and Scale Guidance, templates and worked examples can be found on the Torbay SEN Early Years Resources web page. The Engagement Model – Family Hub (torbayfamilyhub.org.uk)

Also guidance and research information can be found on The engagement model (publishing.service.gov.uk)

Supporting the learning environment

Build on the child’s interests, fascinations and motivators to engage them in sustained play:

• Be fully inclusive in all activities and experiences.
• Have an established key person system in place where strong and loving relationships develop with the child.
• Accommodate equipment for posture, there needs to be adequate space within the classroom to use and access equipment easily.
• Make reasonable adjustments to the environment and facilities – ramps, handles, height adjustable furniture, technology.
• Provide adapted resources – scissors, writing equipment, wobble cushions, writing slope
• Be skilled at gaining the child’s voice and adapting practice to support their needs. The child or young person will be able to identify what they need to be successfully supported.
• Always promote independence for the child or young person.
• Have systems in place to record information that can inform changes of need in the young person and be given time to liaise with colleagues to provide an holistic approach in meeting the child or young person’s needs.
• Feel supported in delivering any self-care or intimate care to young people who require support in this area.
• Take a multi-agency approach to supporting children and young people with sensory or visual impairments and consider the family’s social care needs.
• Develop fine motor skills – through offering tactile experiences the child enjoys. The child may prefer to wear gloves to explore initially or generally depending on their preferences.
• Gross motor skills –the child should have access to outside provision and equipment indoors which develops large motor skills if available.
• Develop effective characteristics of learning – the child will develop preferences which can become motivators (Playing and exploring) to encourage the child’s active learning and opportunities to create and think critically.
• Manage physical tiredness – the child will become fatigued easily owing to the intensity of processing the information around them.
• Support social situations to promote making meaningful relationships and support the child in maintaining their friendships.
• Ensure all adults consistently support and manage the child’s physical safety.
• Keep all adults within the setting informed of child’s current needs.
• Ensure access to specialist assistive technology such as: iPad/ tablet/ laptop with eReader and/or specialist software. e.g. magnification; recorded stories.
• Support child to become familiar with daily routines e.g. through signing to support language, enlarged photographs, tactile visual timetables.
• Provide resources with large text format, clear layout, overlays, coloured paper, appropriate use of illustrations.
• Ensure child has appropriate amount of exposure to the sun and shade.
• Create an ILDP (Individual Learning and Development Plan –ILDPs (Individual Learning Development Plans) – Family Hub (torbayfamilyhub.org.uk)) to support child if they need support making progress across seven areas of learning and review it regularly with family and other professionals. If the child struggles with dysregulation, a regulation plan may be helpful Developing an Emotional Regulation Plan – Family Hub (torbayfamilyhub.org.uk).
• Apply for ALFI (Activity Led Funding for Inclusion) if additional support is needed SEND Inclusion in Early Years – Torbay CEarly Years additional funding for children with SEND (ALFI and DAF) – Family Hub (torbayfamilyhub.org.uk)ouncil.
• support an enhanced transition to next setting/school Enhanced transition planning (Early Years to Primary School) – Family Hub (torbayfamilyhub.org.uk).