Disability Access Fund

A setting in York have shared how their use of the Disability Access Fund (DAF) has opened up the opportunities for shared learning experiences that transcend both the setting and at home. Through tuning into the child’s learning styles the purchase of the App had longevity and will move with the child into their next transition.

When our pre-school received the DAF funding, we decided we wanted to purchase a resource that would be beneficial for the child long term in their learning development.

We did some research and found that an iPad would support the child through pre-school and then in to school, adding apps as the child progresses in their development.

We added an app called special story’s which is fantastic for visual learners and children with CL learning needs, as it breaks the barriers of communication. The app supports the child to share their experiences and achievements at pre-school and at home.

Read examples of resources that can be utilised to support children’s learning and development across the broad areas of need.

Communication and interaction:

• talking album resource can be used for speech and listening activities, there is a built-in recording device to record narrative, sounds or music. This resource can also be used to support transitions with sounds and pictures of the new setting
• talking tiles can be used to link words or symbols with sounds. The microphone can download sounds from a number of media sources
• training to facilitate communication, for example, Makaton to support the skills of practitioners in the setting
• PECS resources - encourage use at home by printing and laminating for parents
• books with specific themes to support inclusion
• Chewlery or other resources that promote sensory stimulation to the mouth

Sensory and physical:

• sensory pods - a pop-up alternative to a sensory space when used with sensory products
• equipment that supports children’s opportunity to explore their vestibular or proprioceptive senses, for example, balance boards, carousels, body sox
• sensory bean bags with large soft, tactile cushion with textures for children to explore. They may be used in small circle time activities to promote a calm, sensory experience
• materials to facilitate social communication groups, for example, craft or space fabric

Physical:

• weighted products - to develop muscle strength and promote deep stability and a calming sensation
• sensory circles - children can explore the textures and colours of the circles that grip the floor to prevent slipping
• motor skills activity box - a range of specially sourced products designed to support fine motor control
• range of scissors for example, an assessment kit that could follow the child through their education
• adapted outdoor equipment such as a trike fitted with a waist strap or equipment that encourages turn taking
• ramp or other resources to promote inclusion, for example, room dividers for large spaces
• specialised safety equipment like Rompa helmets, high visibility jackets, suction grab rails, push chair for outings such as a larger buggy for example, the MacLaren Elite
• feeding and personal care equipment designed to promote autonomy and independence, for example, potties with arms/backs, non-slip mats, specialist cutlery, angled plates, deep and high sided bowls

Social, emotional and mental health:

• specific training to support emotional well-being, for example, attachment, Social Communication, Emotional Regulation and Transactional Support (SCERTS), Leuven scales
• persona dolls, can be used to scaffold and communicate children’s worries and concerns and may be effective in supporting transitions
• books to support themes on social and emotional development
• visual representations of time for example, a sandtimer
• printing and downloading resources from websites such as Twinkl