ABSTRACT
Pupils whose special educational needs derive from the presence of physical and sensory impairments are at present educated in a range of settings. Such placements being influenced not only by their individual requirements but also by local resources and priorities. Pupils may attend unit provision within an ordinary school or be in an integrated placement. From this complex picture it is possible to draw out some examples of organization, of environmental and curriculum planning, and even of detailed adaptations to equipment, that have implications for good practice in meeting the needs of pupils whose physical or sensory handicap is a factor in their educational needs. Communication channels can be opened up, and concentration and attention span frequently appear to be increased as pupils learn to master and enjoy using this equipment. Thus it is important for the teacher to present auditory material clearly.
