ABSTRACT
This chapter discusses the relationship between the needs of pupils and students who are disabled, and the breadth and the depth of the national curriculum. In the context of children and young people who are physically disabled, the concept of access has to be separated from entitlement and differentiation. The chapter aims to build on the positive aspects of the code of practice which focus observation on the broad and additional needs of pupils who are physically disabled, through Individual Education Plans. The view of experienced teachers who have also listened, and actively noted, the views of their pupils is that the range and extent of these needs go well beyond that which is catered for by the national curriculum. The teacher and other adults working alongside disabled pupils and students play a vital role as mediators in assessment of needs and abilities as well as in accessing the learning material and environment.
