We need to make sure these risks are not made worse or increased by poor transition.

What is physical disability?

Physical disability is an umbrella term, covering a range of difficulties which affect the ability to carry out tasks and take part in the activities of everyday life.

It is not just a health issue. It is often complex and includes a person’s medical, physical, social, emotional and mental health needs.

They may also have other associated or co-existing conditions such as visual impairment, autism or epilepsy.

Whatever the diagnosis, remember the needs and requirements of children and young people with a physical disability are unique. Their needs and requirements may well change over time and so the provision will have to change to match.

Successful transition requires children and young people to cope with change and be able to adapt to a different school setting with different academic structures and expectations as well as changes in social interactions with teachers, support staff and peers.

Getting it right, so children and young people with a physical disability are well prepared and can experience a fresh and exciting start at a new school or setting, takes time and careful planning.

What is transition?

Let's start by thinking about transition. The term is used to refer to any life changes that children and young people go through.

Some life changes are experienced by all children, for example, starting school, moving schools, puberty, etc.

Some life experiences will only be experienced by a few children. These might include:

• having a long-term illness
• a family bereavement
• coming to terms with a family break-up

Other life changes will only be experienced by a child or young person with a physical disability. These might include:

• losing mobility and/or hand function
• managing new equipment
• working with new support staff

Research suggests that moving to a new school or class impacts on all children and young people by increasing apprehension.

This is usually relatively short-lived, although a minority of pupils experience longer-term difficulties in adjusting, demonstrated by lower grades, poor attendance and increased anxiety over time.

Why is transition more challenging for children and young people with a physical disability?

Whilst the majority of children and young people with a physical disability are excited and positive about starting a new school or setting, some may worry about the additional challenges they could encounter.

Click to find out what children and young people with a physical disability tell us worries them:

Let's explore these challenges a little further. Click on each heading to find out more:

We need to get transition right to prevent children and young people with physical disability feeling:

If concerns are not addressed this can lead to parents/carers feeling:

• not informed about what is happening for their child
• that school does not listen to their views
• that they are powerless to change things
• angry and frustrated

This can quickly cause a child or young person and their family to lose confidence in their new school/setting and the staff that teach and support them.

Think about staff in the school/setting who may be apprehensive about how to:

Responsibilities and legal duties around transition

No school or setting should be unprepared to welcome a child or young person with a physical disability. For the last 20 years all schools and settings have had a legal duty to be ready to meet the needs of a child or young person with a physical disability.

How can we support and empower a child or young person with a physical disability through the whole transition process?

Whilst the transition plan shows the steps a school/setting takes to welcome a child or young person with a physical disability, there are more subtle things that you can do to make them feel valued, accepted and that they truly belong in your community from the start.

Developing a ‘sense of belonging’ in the new school/setting takes time and is dependent on their experience and the attitudes of those around them, staff and peers. The little things can easily get overlooked.

Think about the whole school day from the perspective of the child or young person with a physical disability and what their inclusion feels like for them. For example:

Some children and young people may have a different way of communicating. Be aware that when frustrated, upset or tired this can make it even more difficult for them to make their voice heard.

You may feel a little daunted, but don’t forget the child or young person’s early years or school should have already managed their needs through the SEND Graduated Pathway and any next steps can be built on this foundation, whether they are at School Support or have an Education Health Care Plan.

Pulling it all together

Every year over 9,000 children and young people with a physical disability make a successful transition to their new school/setting.

Getting it right, so children and young people with a physical disability are well prepared and can experience a fresh and exciting start at a new school or setting, takes time and careful planning and review.

Remember you are not the only one doing this and there is lots of advice and support available.

Where can you find other sources of information and support?

There are many excellent specialist charities and organisations offering trusted advice and information for a particular condition or disability and how to support transition.

Other sources of information, training and support include: