Medical model - A child in my school with diabetes does not get his full lunch time because he has to go on an insulin pump for twenty minutes at 12.15 each day.

Social model -(Timetable is adapted to suit his needs) We give him an extra break at 2.45 each day and he gets to choose 4 friends to go outside and play with whilst everyone else is doing time to talk or listening/reading to a story. He has this time at lunchtime with the same 4 friends from that day whilst his insulin is going through.

Social model

• A student who struggles with fine motor skills whose handwriting is difficult to read will get allowances with how to present work - typed, tests will be taken with a scribe etc.

• Students with sight difficulties will be seated close to the front of the room.

Medical model

• A student who is wheelchair restricted will not join in to whole class PE sessions. Coming for a social model perspective, during those sessions she received individual OT sessions designed for her.

Medical model- A boy I support has Cochlear implants I have to take him out every morning and afternoon to work on Listening activities to ensure that his auditory nerve is being used enough for him to access all the sounds and for his hearing capacity to stay above a certain range.

Social Model—During lessons, I wear an assisted listening device that makes the sounds of the classroom louder and clearer for the boy, enabling him to hear what is going on within the classroom environment clearly and louder.

Social Model

My school aims to make the classroom inclusive by removing barriers that might hinder full participation, by using multisensory teaching methods, differentiated resources, small group activities, one to one support, visual aids and schedules.

According to the medical model the problem of disability is located within the individual, i.e. a person is disabled due to their individual impairments and therefore requires medical interventions to provide the person with the skills to adapt to society. Within our school we offer a proactive and universal support to people with long-term physical and mental health conditions to build knowledge, skills and confidence and to help them live well with their health condition. For an example - being trained in peg feeding, buccolam to ensure that the safety of our children are being cared for.

Provide an intensive and integrated approach to empowering people with more complex needs to have greater choice and control over the care they receive.

Social Model - Our school is a specialist provision where it is adapted to a range of needs. For example: lift, ramp corridor instead of stairs, wheelchair swings, braille and an object of reference placed on each place/ door to help those understand where they are.

Within out post 16 group - independent living skills are applied. We support those children that wish to drive and support them with theory practice sessions. Our classrooms have dividers and ceiling hoist, the dividers can be used to help children with dyslexia / Autism that need quiet time with their work.

The ceiling hoist allows us the opportunity to use instantly if an activity such as yoga is in the classroom. We would encourage our learners to experience the same activity where the student would have physio at the same time.

Our schools aim is to apply an inclusive education that lessons are design to target every individual, lessons are carefully thought out to help out learners to be respectful, independent, communicators.