Multi-Sensory Impairment 

Multi-sensory impairment may also be referred to as dual sensory impairment or deaf blindness.

Range 3 - Multi-sensory impairment 

MILD loss in both modalities

  • Non-progressive condition
  • May have hearing aids and/or Assistive tech
  • May have prescription spectacles

May have difficulties:

  • accessing incidental learning,
  • communication signed and/or verbal
  • with pace of lessons and but has good compensatory strategies
  • with listening, attention and concentration but language and communication largely match potential given appropriate support
  • Low level of support needed to manage equipment and aids aligned to the NatSIP Eligibility Criteria
  • May have additional learning needs
  • May have Auditory Processing Disorder/Auditory Neuropathy/ Cerebral Visual Impairment

Assessment and Planning

School 

  • Part of school and class
  • assessment
  • Requires modifications of texts and or learning style of presentation of assessment
  • School to monitor reasonable adjustments are in place
  • School to share joint VI/HI report with all appropriate staff
  • Planning reflects levels of need and includes individually focused support plan targets/LA advice

LA

  • Assessment and monitoring from QTVI and QToD (frequency determined by NatSIP)
  • Joint HI/VI report written and shared with school (including recommendations)
  • Awareness training offered by QTVI and HI
  • Possible intervention planning based on needs e.g., during transition

Teaching and Learning Strategies

  • Mainstream class
  • Quality First Teaching
  • Universally Available Guidance
  • Teacher to ensure all reasonable adjustment are made as recommended in QTVI/QToD report
  • Attention to seating lighting, visual environment and acoustics
  • Opportunities for 1:1 and small group work
  • Teaching methods which facilitate access to the curriculum, social/emotional development and class participation e.g., opportunities for explanation, clarification and reinforcement of lesson content and language

Curriculum/Intervention

  • Full inclusion within National Curriculum
  • Possible LA intervention based on need e.g., Specialist Vision Curriculum

Resources and Staffing

  • Main provision by class/subject teacher
  • Additional adults are deployed appropriately to ensure pupil access
  • Pupil access to QTVI and QToD
  • Advice from QTVI and QToD
  • Appropriate low vision aids made available
  • Training from a QTVI and QToD will be offered to the school

Range 4 - Multi-sensory impairment 

MODERATE loss in one modality and MILD to MODERATE in the other

  • Non-progressive condition
  • May have hearing aids and/ or require Assistive Technology
  • May have additional language/learning needs associated with dual sensory impairment
  • Likely to have difficulties accessing incidental learning, including signed and verbal and non-verbal communication
  • May have a slower pace of learning, difficulties with attention, concentration and the development of independence and social skills
  • May have additional learning needs
  • May have a diagnosis of Auditory Processing Disorder / Auditory Neuropathy / Cerebral Visual Impairment

Assessment and Planning

School 

  • School to share joint VI/HI report with all appropriate staff
  • All assessments modified to take into account the sensory needs of the pupil
  • Access arrangements may need to be in place for tests/exams
  • Planning reflects levels of need and includes individually focused support plan targets/LA advice
  • Planning to take into account the sensory needs of the pupil

LA

  • Joint VI/HI report written and shared with school (including recommendations)
  • Assessment and monitoring from QTVI and QToD
  • Possible intervention planning based on needs e.g., during transition

Teaching and Learning Strategies

  • Quality First Teaching
  • Universally Available Guidance
  • Teacher to ensure all reasonable adjustment are made as recommended in QTVI/QToD report
  • Additional time for pupil to complete work
  • Attention to seating, lighting, visual environment and acoustics
  • Opportunities for 1:1 and small group work
  • Teaching methods which facilitate access to the curriculum, social/emotional development and class participation e.g., opportunities for explanation, clarification and reinforcement of lesson content and language

Curriculum/Intervention

  • Teacher may need to reduce amount of content in individual tasks for the pupil to maintain pace as that of peers
  • Frequent opportunities for 1:1 and small group work in a quiet environment e.g., to experience new activities, preview and review lessons.
  • Possible LA intervention based on need e.g., PUD, Specialist VI curriculum

Resources and Staffing

  • Additional staff are deployed appropriately to provide targeted support for explanation, clarification and reinforcement and to accommodate slower pace of learning
  • Access to a quiet room for small group and 1:1sessions
  • Pupil access to QTVI and QToD
  • Advice from QTVI and QToD
  • Appropriate Assistive tech
  • Training from a QTVI and QToD will be offered to the school

Range 5 - Multi-sensory impairment 

SEVERE loss in one modality and MODERATE in the other or has a late diagnosed or recently acquired Multi-Sensory Impairment (MSI).

  • Uses hearing aids and/or require Assistive Technology
  • Non-progressive condition
  • May have delayed development in some areas of learning and difficulties generalising learning and transferring skills
  • May have difficulties coping with new experiences and have underdeveloped independence and self-help skills
  • Likely to have communication difficulties
  • Significant difficulties accessing incidental learning and the curriculum
  • Likely to require some individual support to access learning and social interactions and to develop life-skills
  • Likely to require a tactile approach to learning with access to real objects and context- based learning experiences and/or access to visual or tactile signed communication
  • Significant difficulties with attention, concentration, confidence and class participation
  • Significantly slower pace of learning
  • May have additional learning needs
  • May have a diagnosis of Auditory Processing Disorder / Auditory Neuropathy / Cerebral Visual Impairment

Assessment and Planning

  • School
  • School to share joint VI/HI EHCP report with all appropriate staff QToD and QTVI to be invited to EHCP reviews
  • Assessment modified to take into account the sensory needs of the pupil
  • Access arrangements will need to be in place for tests/exam
  • Planning reflects levels of need and includes individually focused EHCP outcomes and targets/LA advice

LA

  • Assessment Joint VI/HI
  • Assessment and monitoring from QTVI and QToD feeds into EHCP review
  • EHCP advice report written and shared with school
  • Any required Intervention planning based on needs e.g., access skills, pre/post teaching

Teaching and Learning Strategies

  • Quality First Teaching
  • Universally Available Guidance
  • Teacher to ensure all reasonable adjustment are made as recommended in QTVI/QToD report
  • Additional time for pupil to complete work.
  • Attention to seating, lighting, visual environment and acoustic
  • Opportunities for 1:1 and small group work
  • Teaching methods which facilitate access to the curriculum, social/emotional development and class participation e.g., opportunities for explanation, clarification and reinforcement of lesson content and language

Curriculum/Intervention

  • Teacher may need to reduce amount of content in individual tasks for the pupil to maintain pace as that of peers
  • Frequent opportunities for 1:1 and small group work in a quiet environment e.g., to experience new activities, preview and review lessons.
  • Possible adaptations to whole curriculum e.g., reduced timetable to ensure attainment and progress
  • Daily opportunities for 1:1 and small group work in a quiet environment e.g., to ensure access to new experiences, preview and review lessons.
  • individual mobility, orientation and independent life skills programmes
  • Possible LA intervention based on need e.g., PUD, Specialist VI Curriculum

Resources and Staffing

  • Additional MSI trained staff are deployed daily to provide targeted support for explanation, clarification and reinforcement and to accommodate slower pace of learning.
  • Access to a quiet room for 1:1 and small group sessions
  • Pupil access to QTVI and QToD
  • Advice from QTVI and QToD
  • Appropriate Assistive Tech recommended and monitored by the SEND Sensory Service (Newcastle Children’s Vision Team).
  • Training from a QTVI and QToD will be offered to the school
  • Vision Friendly Schools
  • Adapted equipment to meet specialised MSI needs (see VI/HI ranges)
  • Access to Modified Large Print, auditory, braille and tactile materials.
  • May need access to QHS SALT, OT, PT, EP,

Range 6 - Multi-sensory impairment 

SEVERE in one modality and MODERATE to SEVERE in the other and/or progressive condition

  • Likely to use hearing aid(s) and/ or require Assistive Technology
  • Severe communication difficulties requiring an individual communication system using alternative and augmentative approaches
  • May require a tactile approach to learning with access to real objects and context- based learning experiences and/or access to visual or tactile signed communication
  • May have severe difficulties generalising learning and transferring skills
  • Difficulties coping with new experiences
  • May have underdeveloped independence and self-help skills
  • May have difficulties developing relationships and lack social awareness leading to social isolation
  • Likely to require a high level of individual support to access learning and social opportunities and to develop life-skills
  • May display challenging and/or self-injurious behaviour
  • May have additional learning needs
  • May have limited clinical assessment information because of additional complex educational needs
  • May have a diagnosis of Auditory Processing Disorder / Auditory Neuropathy / Cerebral Visual Impairment

Assessment and Planning

School 

  • School to share joint VI/HI EHCP report with all appropriate staff
  • Assessment modified to take into account the sensory needs of the pupil
  • Access arrangements will need to be in place for tests/exam
  • Planning reflects levels of achievement and includes individually focused EHCP outcomes and targets/LA advice
  • Planning to take into account the sensory needs of the pupil based on EHCP

LA

  • Joint VI/HI EHCP advice report written and shared with school
  • Assessment and monitoring from QTVI and QToD feeds into the EHCP review.  
  • FVA by standardised test or observations
  • CVI Assessment Profile
  • Intervention planning based on needs e.g., access skills, 

Teaching and Learning Strategies

  • Quality First Teaching
  • Universally Available Guidance
  • Teacher to ensure all reasonable adjustment are made as recommended in QTVI/QToD report
  • Additional time for pupil to complete work.
  • Attention to seating, lighting, visual environment and acoustics
  • Opportunities for 1:1 and small group work
  • Teaching methods which facilitate access to the curriculum, social/emotional development and class participation e.g., opportunities for explanation, clarification and reinforcement of lesson content and language

Curriculum/Intervention

Mainstream setting

  • Possible adaptations to whole curriculum e.g., reduced timetable to ensure attainment and progress
  • Daily opportunities for 1:1 and small group work in a quiet environment e.g., to ensure access to new experiences, preview and review lessons.
  • Individual mobility/orientation and independent life skills programmes

Specialist Provision

Possible special school/MSI curriculum adapted for the individual to facilitate learning through tactile and experiential approaches and using alternative or augmentative communication systems.

  • Individual programmes to facilitate the development of communication, compensatory, independent living, mobility and social skills
  • Individual sensory stimulation programmes

LA

Possible QTVI/QToD intervention based on need e.g., PUD, VI Specialist Curriculum Block of intervention from Specialist LSA

Resources and Staffing

Mainstream

  • Additional MSI trained staff are deployed daily to provide targeted support for explanation, clarification and reinforcement and to accommodate slower pace of learning
  • Access to a quiet/dark room for 1:1 and small group sessions
  • Advice from QTVI and QToD
  • Appropriate Assistive Tech monitored by the SEND Sensory Service (Newcastle Children’s Vision Team).
  • Training from a QTVI and QToD will be offered to the school
  • Vision Friendly Schools
  • Pupil access to QTVI and QToD
  • Adapted equipment to meet specialised MSI needs (see VI/HI ranges)
  • Access to, auditory, Braille and tactile materials
  • May need access to QHS
  • SALT, OT PT, EP, 

Special Provision

As above

  • Possible access to a qualified/ experienced MSI Intervenor.
  • Materials to support development of alternative communication systems
  • Sensory stimulation resources

Range 7 - Multi-sensory impairment 

PROFOUND loss in both modalities

  • Likely to use hearing aid(s) or cochlear implants(s) and/or LVAs
  • Severe and complex communication difficulties requiring an individual communication system using alternative and augmentative approaches
  • Severely restricted access to incidental learning
  • May require a tactile and experiential approach to learning and individual curriculum and/or access to visual or tactile signed communication
  • May require individual support with most aspects of basic care needs and to access learning and social opportunities
  • May lack the strategies and motivation to make effective use of residual hearing and vision and require sensory stimulation programmes
  • May be tactile defensive/selective and highly wary of new experiences
  • May have difficulties developing relationships and lack social awareness leading to social isolation
  • May display challenging and/or self-injurious behaviour
  • May have additional learning needs
  • May have limited clinical assessment information because of additional complex educational needs
  • May have a diagnosis of Auditory Processing Disorder / Auditory Neuropathy / Cerebral Visual Impairment

Assessment and Planning

School 

  • School to share joint VI/HI EHCP report with all appropriate staff
  • Assessment modified to take into account the sensory needs of the pupil
  • Access arrangements will need to be in place for tests/exam
  • Planning reflects levels of achievement and includes individually focused EHCP outcomes and targets/LA advice
  • Planning to take into account the sensory needs of the pupil based on EHCP

LA

  • Joint VI/HI EHCP advice report written and shared with school
  • Assessment and monitoring from QTVI and QToD feeds into the EHCP review.
  • FVA by standardised test or observations
  • CVI Assessment Profile
  • Intervention planning based on needs e.g., access skills, 

Teaching and Learning Strategies

  • Quality First Teaching
  • Universally Available Guidance
  • Teacher to ensure all reasonable adjustment are made as recommended in QTVI/QToD report
  • Additional time for pupil to complete work.
  • Attention to seating, lighting, visual environment and acoustics
  • Opportunities for 1:1 and small group work
  • Teaching methods which facilitate access to the curriculum, social/emotional development and class participation e.g., opportunities for explanation, clarification and reinforcement of lesson content and language

Curriculum/Intervention

Mainstream setting

  • Possible adaptations to whole curriculum e.g., reduced timetable to ensure attainment and progress
  • Daily opportunities for 1:1 and small group work in a quiet environment e.g., to ensure access to new experiences, preview and review lessons.
  • Individual mobility/orientation and independent life skills programmes

Specialist Provision

Possible special school/MSI curriculum adapted for the individual to facilitate learning through tactile and experiential approaches and using alternative or augmentative communication systems.

  • Individual programmes to facilitate the development of communication, compensatory, independent living, mobility and social skills
  • Individual sensory stimulation programmes

LA

Possible QTVI/QToD intervention based on need e.g., PUD, VI Specialist Curriculum Block of intervention from Specialist LSA

Resources and Staffing

Mainstream

  • Additional MSI trained staff are deployed daily to provide targeted support for explanation, clarification and reinforcement and to accommodate slower pace of learning
  • Access to a quiet/dark room for 1:1 and small group sessions
  • Advice from QTVI and QToD
  • Appropriate Assistive Tech monitored by the SEND Sensory Service (Newcastle Children’s Vision Team).
  • Training from a QTVI and QToD will be offered to the school
  • Vision Friendly Schools
  • Pupil access to QTVI and QToD
  • Adapted equipment to meet specialised MSI needs (see VI/HI ranges)
  • Access to, auditory, Braille and tactile materials
  • May need access to QHS
  • SALT, OT PT, EP, 

Special Provision

As above

  • Possible access to a qualified/ experienced MSI Intervenor.
  • Materials to support development of alternative communication systems
  • Sensory stimulation resources
Information from https://childrenandfamiliesnewcastle.org.uk/
Printed on January 11th 2026
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