Move from one room to another
The student has to:
a. hear/ see or be aware of your instruction to move
b. understand your instruction to move
c. understand that is meant for them
d. understand where they are expected to go
e. get up or move away from their desk
f. move out of the classroom avoiding any obstacles, such as chairs, bags and desks
g. move out of the classroom ignoring any distractions, such as other kids, people
walking past
h. remember where they have to go
i. remember how to get to where they have to go
j. travel to the place avoiding any obstacles, including other pupils
k. travel to the place ignoring any distractions
l. enter the new classroom
Let’s look more closely at how an impairment or specific need might impact a child’s ability to move from one room to another:
| Disability | Potential Issue | Inclusive & Accessible Solutions |
| Physical | ||
| Impacting: Mobility Dexterity Stamina Fatigue | A pupil may not be able to move easily. They may need crutches, sticks or a chair, which may be difficult to manoeuvre. A child may get over-exerted or tired easily. It might be difficult to navigate the route in a wheelchair or with crutches due to bags and chairs in the way, and items such as paper on the floor. | Give the pupil time to move time to move from one place to another and inform other staff they may be late. Give them time to sit down and rest Ensure the route is as clear as possible |
| Developmental | ||
| Impacting: Understanding Learning Memory Social interactions | The pupil might not be able to remember the route. | Give the pupil a clear map with clear points which they can mark off as they go. Allow pupil to choose a buddy who can guide them. |
| Behavioural/emotional | ||
| Impacting: Mental health Social interactions Behaviour Stress and anxiety levels | The pupil might get distressed and distracted by certain things along the route. The route might be too busy with people | Walk the route to see if anything along the way could distress the pupil. Enable the pupil to leave before other pupils so the route is less crowded. |
| Sensory impaired | ||
| Impacting: Vision Hearing Touch Taste Smell | The pupil might have problems seeing where they are going. The pupil might be distressed by noise in the corridors Strong smells in certain areas (such as the food hall) might repel the pupil | Ensure the route is clear of obstacles. Enable the pupil to leave before other pupils so the route is less crowded. Allow pupil to choose a buddy who can guide them. Where possible choose a route that avoids sensory overload. |
What else can you add to the table above?