B

Different aspects of provision can be presented in terms of the extent to which they might get in the way of a pupil with disability/disorder making better progress or participating more fully.

Taking the example of a pupil with orthopaedic impairment, aspects of the curriculum can be re-examined to see if it is possible to remove or reduce constraints. The curriculum can help ensure the best involvement and support of the pupil in activities such as technology or science where special equipment may be necessary. In physical education, the teacher may seek advice from the physical therapist and occupational therapist and may work with the physical therapist to devise programmes to engage the pupil. Any special programmes to develop skills or encourage movement can be planned into the pupil’s school day to ensure that the pupil still experiences a balanced range of subjects.