What Types of Additional Needs Might you Become Aware of in Your Setting?
Let’s make this practical!
Take a pen and paper and write down some types of additional needs you are aware of – either from work or your own life and family…
Different needs and abilities can present in many ways. Consider different types of additional needs which may be seen:
- Difficulty in reading, writing, or understanding language.
- Problems with concentration or following instructions.
- Challenges in forming relationships or managing emotions.
- Physical disabilities requiring mobility aids, accessible environments, or tailored support.
The names that some disabilities are given can sound quite scary but what is important is to find out what this means for the individual child or young person. Here are some examples:
Autism
What this can look like
- Difficulty with social interactions (e.g., not responding to their name, avoiding eye contact)
- Repetitive behaviours (e.g., hand flapping, rocking)
- Strong preference for routines and getting upset with changes
- Sensory sensitivities (e.g., over- or under-sensitivity to light, sound, taste, or touch)
Practical things you could find out about how this impacts on an individual child or young person
- Communication Preferences: How does the child prefer to communicate? Do they use verbal communication, sign language, or assistive devices?
- Sensory Needs: What sensory inputs are comforting or distressing for the child? Are there specific sensory tools or strategies that help them?
- Routine and Structure: How important is routine for the child? What kind of structure helps them feel secure and engaged?
Cerebral Palsy
What this can look like
- Physical difficulties and delays in learning to walk or control movements
- Muscle stiffness or floppiness
- ‘Clumsy’ or jerky movements
- Difficulty with fine and gross motor skills
Practical things you could find out about how this impacts on an individual child or young person
- Physical Abilities: What are the child’s physical strengths and challenges? Are there specific physical activities or adaptations that can help?
- Communication Needs: Do they have difficulty with speech or are they non-verbal (i.e. they may not see it as difficulty at all). Are there tools or strategies that can assist?
- Everyday Skills: What are the child’s abilities in terms of self-care and daily living tasks? Are there ways to support and encourage independence?
Down Syndrome
What this can look like
- Delayed physical growth and development
- Learning and communication difficulties
- Low muscle tone
Practical things you could find out about how this impacts on an individual child or young person
- Learning Style: How does the child learn best? Are there specific teaching methods or materials that work well for them?
- Social Skills: How does the child interact with peers? Are there social skills groups or activities that can help them build relationships?
- Health and Well-being: What are the child’s health needs? Are there any medical or therapeutic interventions that we need to be aware of?
Learning Difficulties
What this can look like
- Difficulty with reading, writing, or communication skills
- Trouble following instructions or staying organised
- Variability in ability to carry out tasks or take part in activities
Practical things you could find out about how this impacts on an individual child or young person
- Strengths and Challenges: What activities or tasks does the child excel in or struggle with? Are there specific interventions or supports that can help?
- Peer relationships: What strategies or tools can help the child make friends and join in more easily?
- Motivation and Engagement: What motivates the child? Are there ways to make learning more engaging and enjoyable for them?
- Remember that these challenges are ours to overcome to ensure an environment that values and welcomes all children.
- For example, a child or young person in a wheelchair may well struggle to access stairs, but where there are ramps and activities that they can reach, they may struggle much less.
- For some children or young people who struggle in school, having a chance to relax and enjoy activities of their choice in a wraparound provision may be exactly what they need and the difficulties and differences identified in school may well be less obvious.
It is important to remember that the Special Educational Needs and Disability Code of Practice: 0 to 25 years refers to children and young people in school. However, the children and young people you are working with will not be in a school environment, with its rigorous rules and requirement to learn and follow a detailed curriculum that needs to be worked through.
By its very nature wraparound care is much more relaxed and informal.
In Module 1 we thought about the approach to inclusion as being one where we made activities accessible for all children. A starting point for this is to learn about individual’s needs, but also to recognise their strengths.
