Sensory Needs in an EHCP

When thinking about your child’s sensory needs. This is a good visual start point..

What impact does the environment have on your child?

When describing a Need for professionals or when filling in forms, think of it as a difficulty. It makes it easier to know the difference between a need (section B of an EHCP) and a provision (section F of an EHCP).

For example ( Please remember I’m making these up and not a qualified report writer )

Need;

-Bobby has difficulty with the lunch hall due to it being crowded.

-He does not like to be touched incidentally by others and this will trigger extreme dysregulation. -Bobby does not touch his food and is not able to be next to others eating.

Outcome (This must be SMART)

Bobby will be able to eat in a supported way at school. This will be measured by him being able to report to his key trusted adult he has consumed the level of food he wants daily and report that he feels safe at a scale about 8/10 during lunchtime 5 out of 5 times a week.

Provisions

Bobby will be supported 1:1 by a trusted and consistent adult who is trained by a sensory integration OT to understand his sensory needs.

Training from OT to 3 key adults to be 1hr annually, and during each OT session the key adult attends with Bobby.

Bobby will have a place to eat alone with his key designated adult. This place will have no other children and the key adult will not eat during the lunchtime.

Bobby will be given as long as he needs to eat the amount of his choosing.

The key designated and trusted adult will feed Bobby, always respecting and following his lead.

A non verbal signal will be followed so the key adult knows when Bobby wants more or to stop eating.