Pupils with physical, sensory, emotional or other special educational needs (SEN) may also be very able in terms of understanding science. When assessing such pupils, it is important to give opportunities for such strengths to be shown and thus recognised and developed further. This may require considerable curriculum modification and the use of specialist equipment, e.g. communi - cation aids, adapted technology, Braille, tape recorder. Specific disorders may mask particular strengths, gifts and talents, for example:
● Autism spectrum – pupils may lack social and communication skills. Their ‘odd’ behaviour may overshadow scientific skill.