Successful Transition for Children and Young People with a Physical Disability
This online resource explains some of the ways you can support transition for children or young people with a physical disability.
It is applicable to all points of transition for a child or young person with a physical disability, including starting or changing setting or school.
It will cover:
- What is physical disability?
- What is transition?
- Why are transitions more challenging for children and young people with a physical disability?
- What are the legal duties and responsibilities for transition?
- How can we plan and prepare for positive transition for children and young people with a physical disability?
- How can we support and empower children and young people with a physical disability through the whole transition process?
- How can we plan and prepare for positive transition for children and young people with a physical disability?
- How do we pull it all together?
- Where to access other sources of trusted information, support and further guidance.
It will take around 10-25 minutes to complete.
To get started, fill out the form below:
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Introduction
Did you know that there are over 36,788 children and young people with a physical disability in the education system?
This means that every year:
- at least 3,000 children with a physical disability will start school
- over 6,000 make a school-to-school transition or transition to a post-16 pathway
- approximately 28,500 children and young people with a physical disability will transition to a new class or teacher
Each one of these learners has a unique set of needs and requirements arising from their physical disability.
Without the right support, understanding and planning these children and young people are at risk of having a poor transition experience that goes on to impact on their:
- general health and well-being
- engagement and ability to make the most of the learning opportunities at the new school/setting
- how well equipped they are for the next phase of their education
- how far they achieve their potential
Having a physical disability is already a risk factor for children and young people.
Click to find out more about these:
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We need to make sure these risks are not made worse or increased by poor transition.
What is physical disability?
Physical disability is an umbrella term, covering a range of difficulties which affect the ability to carry out tasks and take part in the activities of everyday life.
It is not just a health issue. It is often complex and includes a person’s medical, physical, social, emotional and mental health needs.
They may also have other associated or co-existing conditions such as visual impairment, autism or epilepsy.
Whatever the diagnosis, remember the needs and requirements of children and young people with a physical disability are unique. Their needs and requirements may well change over time and so the provision will have to change to match.
Successful transition requires children and young people to cope with change and be able to adapt to a different school setting with different academic structures and expectations as well as changes in social interactions with teachers, support staff and peers.
Getting it right, so children and young people with a physical disability are well prepared and can experience a fresh and exciting start at a new school or setting, takes time and careful planning.
What is transition?
Let's start by thinking about transition. The term is used to refer to any life changes that children and young people go through.
Some life changes are experienced by all children, for example, starting school, moving schools, puberty, etc.
Some life experiences will only be experienced by a few children. These might include:
- having a long-term illness
- a family bereavement
- coming to terms with a family break-up
Other life changes will only be experienced by a child or young person with a physical disability. These might include:
- losing mobility and/or hand function
- managing new equipment
- working with new support staff
Research suggests that moving to a new school or class impacts on all children and young people by increasing apprehension.
This is usually relatively short-lived, although a minority of pupils experience longer-term difficulties in adjusting, demonstrated by lower grades, poor attendance and increased anxiety over time.
Why is transition more challenging for children and young people with a physical disability?
Whilst the majority of children and young people with a physical disability are excited and positive about starting a new school or setting, some may worry about the additional challenges they could encounter.
Click to find out what children and young people with a physical disability tell us worries them:
Click or touch here
How am I going to manage my wheelchair and my bag?
How will people who don’t know me understand what I am saying?
Will I be able to join in with subjects like Food Technology and Science?
Will I make new friends?
How will I fit in with everyone? I don’t want to stand out.
Will I get told off if I am late for lessons?
Let's explore these challenges a little further. Click to expand each item:
They may experience difficulties in adapting to their new environment, for example:
- taking part in lessons
- using their individual equipment
- taking part in their individual therapy programme
- experiencing additional fatigue
- losing physical skills and independence
They may be worried about:
- being taught or supported by new staff
- meeting new peers who may not have experience of people with a physical disability
- trusting new adults, especially to undertake personal care
They may feel or be more isolated as they:
- have less time or fewer opportunities for social interaction
- find communication with unfamiliar people difficult
- need a high level of adult assistance
They may:
- have gaps in learning because of time out of class for therapies
- have new or multiple staff with different expectations
- be unable to access the learning offer without adaptation and modifications
- have some learning needs
We need to get transition right to prevent children and young people with physical disability feeling:
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Overwhelmed
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Socially isolated
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That they don't belong
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Angry
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Frustrated
Think about parents/carers who may have their own concerns. Click to hear what parents are worried about:
Click or touch here
Will communication with school be easy and frequent?
Will my child be supported in the same way?
How will new staff know what to do?
How will intimate or medical care be managed?
Will staff encourage social skills and developing friendships?
How will I know if things are ok? My child’s communication is limited.
If concerns are not addressed this can lead to parents/carers feeling:
- not informed about what is happening for their child
- that school does not listen to their views
- that they are powerless to change things
- angry and frustrated
This can quickly cause a child or young person and their family to lose confidence in their new school/setting and the staff that teach and support them.
Think about staff in the school/setting who may be apprehensive about how to:
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Keep the child or young person safe
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Communicate with the child or young person
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Include the child or young person in class
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Adapt tasks and activities
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Manage their equipment in the classroom
Staff may feel:
- out of their depth
- anxious
- that they're not doing a good enough job
If not addressed, the child or young person may sense staff anxiety and find it difficult to trust the adults teaching and supporting them.
Responsibilities and legal duties around transition
No school or setting should be unprepared to welcome a child or young person with a physical disability. For the last 20 years all schools and settings have had a legal duty to be ready to meet the needs of a child or young person with a physical disability.
They should already have:
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Remember there is no blue print to inclusion for a child and young person with a physical disability.
They are all unique and each will require a bespoke transition that is carefully planned.
How can we plan and prepare for positive transition for children and young people with a physical disability?
Step 1: Start Early - Gather Information
- Identify a named member of staff from the new school/setting to co-ordinate transition.
- Ensure the new school/setting develops an understanding of the child or young person's needs and how to meet them.
- Observe the child or young person in the 'feeder' school or setting being included and using their equipment.
- Become familiar with their paperwork, e.g. Individual Healthcare Plan (IHCP), risk assessments, intimate care plan, personal emergency evacuation plan, moving and handling plan, etc.
Step 1 continued...
- Meet the child or young person and their parents, listen to what they have to say, find out what works to manage their physical disability and their concerns.
- Acknowledge any sensitive issues such as what parents/carers have told the child or young person about their physical disability/condition.
- Plan lots of opportunities for staff from the new school/setting to learn about the needs and how they are met by the 'feeder' school/setting, e.g. physiotherapy plan.
- Build working relationships with other professionals in the team around the child and understand their role in supporting them with their physical disability.
Step 2: Reflect
- What, if any, further adaption is required?
- What level of assistance does the child or young person require?
- What can they do independently?
- What equipment and/or technical support do they need?
- What staffing is needed to support the child or young person?
- What training will staff require?
Step 3: Plan for transition
- Talk with the child or young person and their parents about expectations and what their personal learning journey will look like in the new school/setting, acknowledging any differences.
- Organise additional visits (without other children or young people present) supported by staff from the feeder school/setting to try out equipment and facilities.
- Provide an opportunity for key staff from the new school/setting to shadow staff in the feeder school to see what support strategies work.
Step 4: Prepare for the start
- Ensure that all staff at the school/setting are aware that a child or young person with physical disability is starting and knows how to welcome and include them by understanding how they will be supported.
- Ensure that all staff are made aware in general terms about the child or young person’s physical disability, needs and provision.
- Ensure that key staff are competent in supporting the child or young person with a physical disability, their role in supporting them and the need for confidentiality.
Step 5: Implement
- Follow the plan and monitor progression.
- Check in with staff and respond to any feedback or concerns.
- Check in with the child or young person and parents/carers and respond to any feedback or concerns.
- Take a solution focused approach to any unexpected problems and liaise with the child or young person and parents/carers.
- Set regular review meetings to update the transition plan.
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How can we support and empower a child or young person with a physical disability through the whole transition process?
Whilst the transition plan shows the steps a school/setting takes to welcome a child or young person with a physical disability, there are more subtle things that you can do to make them feel valued, accepted and that they truly belong in your community from the start.
Developing a ‘sense of belonging’ in the new school/setting takes time and is dependent on their experience and the attitudes of those around them, staff and peers. The little things can easily get overlooked.
Think about the whole school day from the perspective of the child or young person with a physical disability and what their inclusion feels like for them. For example:
- Can I get into and out of the cloakroom to hang up my coat and use my locker?
- Can I get in and out of assembly easily and sit with my friends?
- Can I get along corridors without having to stop or avoid clutter?
- Can I do my therapy in a private space?
- Can I make choices about how I am going to spend my play/break times?
- Can I make new friends without an adult always being around?
- Can I use the lift with a friend?
- Can I enjoy taking part in PE games and sports (which may be adapted for me)?
- Can I take part in practical tasks such as science experiments and food tech?
- Can I tell staff if I have any problems and know they will listen and help me?
Some children and young people may have a different way of communicating. Be aware that when frustrated, upset or tired this can make it even more difficult for them to make their voice heard.
You may feel a little daunted, but don’t forget the child or young person’s early years or school should have already managed their needs through the SEND Graduated Pathway and any next steps can be built on this foundation, whether they are at School Support or have an Education Health Care Plan.
Pulling it all together
Every year over 9,000 children and young people with a physical disability make a successful transition to their new school/setting.
The key things that make it a success are:
- Starting early
- Gathering information
- Listening and responding
- Careful planning and preparation
- Working with others
- Keeping everyone informed
- Having clear communication
Getting it right, so children and young people with a physical disability are well prepared and can experience a fresh and exciting start at a new school or setting, takes time and careful planning and review.
Remember you are not the only one doing this and there is lots of advice and support available.
Where can you find other sources of information and support?
There are many excellent specialist charities and organisations offering trusted advice and information for a particular condition or disability and how to support transition.
Here are some examples:
The Jennifer Trust
The Jennifer Trust for those who are affected by Spinal Muscular Atrophy (SMA).
Muscular Dystrophy UK
Muscular Dystrophy UK for those affected by muscular dystrophy and other muscle-wasting conditions
SHINE
Providing specialist advice and support for Spina bifida and hydrocephalus
Other sources of information, training and support include:
SCOPE’s online community connected by disability offers a telephone helpline and forum where individual issues, including transition to or between schools can be discussed anonymously and solutions found.
nasen's mini guide offers a quick guide to supporting the needs of CYP and their families when moving between educational settings
Young Minds recognise transitioning from primary to secondary school is a particularly significant change for children and it is important to acknowledge how the individual feels They offer free online resources and activities to help children gain skills and to find solutions or strategies to manage these feelings.
This free resource pack provides support, materials and practical tips to teachers and other school-based professionals to secure good transitions and destinations into the next stage of education and/or employment for Key Stage 4 Pupils with SEND.
pdnet provides a range of resources and, training which support positive transition. The offer includes:
- Free online training modules designed for anyone working within an educational setting who needs to develop their awareness and understanding of physical disability and the impact it can have on learning. If you have not already completed pdnet Level 1 training, we recommend that you consider doing that training next.
- Free standards and audit tool to self-evaluate your current provision and identify how to strengthen practice to welcome a learner with physical disability.
- Online pdnet Level 2 training (coming soon) designed to provide support staff with knowledge and understanding of physical disability and how to deliver effective support.
- pdnet Accessibility Toolkit to support review of your Accessibility Plan so you are better able to include a learner with PD.
- A wealth of free resources in the pdnet effective practice hub including feedback forms to collect learner and parent views and transition templates. For example, an Audit Tool to support transition planning.
- The pdnet forum provides a valued and well-used platform to share information, knowledge and best practice with other physical disability professionals .It can be used to seek advice and support from colleagues around issues related to supporting a child or young person with a physical disability including transition.
Well done, you have reached the end of this online resource.
Here is a recap of what we have looked at:
- What is physical disability?
- What is transition?
- Why are transitions more challenging for children and young people with a physical disability?
- What are the legal duties and responsibilities for transition?
- How can we plan and prepare for positive transition for children and young people with a physical disability?
- How can we support and empower children and young people with a physical disability through the whole transition process?
- How do we pull it all together?
- Where to access other sources of trusted information, support and further guidance.
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This training was built and is maintained by the SDSA web team and facilitated by the pdnet support team.
