Developed from the work of specialist teachers in Ealing who have been involved in promoting inclusive practices, this book shows how eliciting the pupil's views and strengthening the pupil voice is an important element in the success of any inclusion project. Covering a wide range of disabilities including Autistic Spectrum Disorders and Specific Learning Difficulties, it includes: Case-studies; Descriptions of the difficulties encountered by the young; Practical strategies to address these difficulties; Useful resources. Essential for any adult working in an inclusive setting, this fascinating book brings together theory with real practice.
Chapter 6: Including Pupils with Physical Disabilities
Including Pupils with Physical Disabilities
‘Physical disability’ is an umbrella term that covers a whole range of physical disabilities. The child's physical difficulties turn into a disability if they prevent or disable the individual from participating in society in general and school in particular. Children who are poorly co-ordinated may be physically disabled because they are unable to complete the coursework required for examination courses; however, the same children, provided with word processors and appropriate software, may no longer be physically disabled even if they continue to have the same physical disabilities. According to the Special Educational Needs and Disability Act 2001, a young person can be described as ‘physically disabled’ if they have a physical impairment that has ...