3.1 Identify a range of specialist aids, resources and equipment available to support babies and children with SEND

This guide will help you answer 3.1 Identify a range of specialist aids, resources and equipment available to support babies and children with SEND.

Working with babies and children with Special Educational Needs and Disabilities (SEND) requires thoughtful planning and appropriate support. Specialist aids, resources and equipment can improve access to learning, communication, mobility, sensory experiences and independence. Each aid should be chosen to meet the individual needs of the child, based on assessments from health and education professionals.

SEND affects children in different ways. These can include physical disabilities, sensory impairments, developmental delays or specific learning differences. Using the right specialist resources can make a big difference in how well a child engages with their environment and learns new skills.

Communication Aids

Some children with SEND have difficulties expressing themselves or understanding others. Communication aids can support speech, sign language, and visual understanding.

Examples include:

• Picture Exchange Communication System (PECS) cards. These are laminated images used for requesting items or expressing feelings.
• Communication boards. These display symbols, letters or words. The child points to or touches images to communicate.
• Speech-generating devices. These are electronic devices that produce spoken words when the child selects symbols.
• Voice output communication aids (VOCAs). Portable devices that speak pre-recorded messages or dynamic text.
• Tablet-based communication apps. These can be customised to suit a child’s vocabulary and language stage.
• Signalong or Makaton sign cards. These support British Sign Language and adapted signs suitable for young children.

In early years settings, communication aids should be easy for staff to carry and adapt. Staff training in their use is important so that communication is consistent across the day.

Visual Support Resources

Visual aids help children with SEND understand routines, tasks and expectations. They are particularly helpful for children with Autism Spectrum Disorder or sensory processing needs.

Examples include:

• Visual timetables showing each part of the day with pictures or symbols.
• Now and next boards to manage transitions between activities.
• Social stories. Short illustrated descriptions of situations, used to prepare children for events.
• Illustrated behaviour guides showing expected actions in pictures.
• Flashcards for language and literacy development.
• Large print books for children with low vision.

Visual resources reduce anxiety and give children a clearer sense of structure. They can be adapted with photos of the actual environment to make recognition easier.

Sensory Aids and Equipment

Children with sensory processing differences may be under- or over-sensitive to sights, sounds, touch, taste or movement. Providing sensory aids can help them regulate and engage.

Examples include:

• Weighted blankets or lap pads to provide calming deep pressure.
• Sensory cushions and wobble seats to support focus during group time.
• Ear defenders to reduce noise for children sensitive to sound.
• Low-level lighting or light filters for children sensitive to bright lights.
• Tactile toys or sensory trays with materials like sand, beads or fabrics.
• Aromatherapy diffusers with mild scents to create a calming atmosphere.
• Visual sensory tubes or bubble lights to provide soothing visual stimulation.

Safe sensory spaces can benefit children during overwhelming periods. These can be tents or corners with sensory equipment, soft furnishings and controlled lighting.

Mobility Aids

Some children with SEND need support with movement and positioning. Physical difficulties can affect access to learning and play.

Examples include:

• Specialist pushchairs or buggies suitable for larger children.
• Modified walking frames for mobility support.
• Standing frames for posture and bone development.
• Special seating with harnesses or lateral supports.
• Hoists for safe transfers between equipment.
• Adapted tricycles for outdoor play and physical activity.
• Orthotic supports such as ankle-foot orthoses (AFOs) for walking stability.

These aids must be used under guidance from physiotherapists or occupational therapists. Staff must follow safe handling techniques and care plans from health professionals.

Fine Motor Skill Development Resources

Children with SEND may have reduced hand control or coordination. Fine motor resources strengthen grip, hand-eye coordination and dexterity.

Examples include:

• Pencil grips to help proper finger placement.
• Adaptive scissors with spring action or loop handles.
• Lacing boards to practise threading and coordination.
• Large knob puzzles for easier grasp.
• Peg boards with large pegs to encourage placement skills.
• Dough and clay tools to improve finger strength.
• Button boards and dressing frames for self-care skills.

These resources can be part of daily activities, making skills practice fun and engaging.

Gross Motor Skill Development Aids

Gross motor skill aids focus on large body movements and coordination. These are important for physical health and independence.

Examples include:

• Soft play equipment for climbing, rolling and safe jumping.
• Balance boards to practise stability.
• Balls of different sizes and textures for catching and throwing.
• Parachutes for group games involving movement and cooperation.
• Walking stilts or stepping stones for coordination.
• Gym mats for floor exercises and safe movement.

Using gross motor aids can encourage social interaction in group activities and improve physical confidence.

Adapted Educational Resources

Children with SEND may need adapted learning materials to help them access the curriculum. This could involve changes in size, format or structure.

Examples include:

• Large print worksheets for children with visual impairments.
• Enlarged keyboard overlays for computer activities.
• Simplified books with clear fonts and illustrations.
• Audio books and story tapes for children with reading difficulties.
• Textured letter and number cards for tactile learning.
• Colour-coded resources to highlight important information.
• Easy-grip paintbrushes or crayons.

Adapted resources must still be age-appropriate and match the child’s developmental level, protecting their dignity and self-esteem.

Self-help and Independence Aids

Encouraging independence helps children gain confidence and daily living skills. Specialist tools can make tasks more manageable.

Examples include:

• Easy-fastening clothing with Velcro or magnetic closures.
• Adapted cutlery with wider handles for children with grip challenges.
• Non-spill cups and drinks bottles with handles.
• Step stools to reach sinks or tabletops.
• Toothbrushes with larger handles or powered brushes.
• Picture cues for self-care routines such as washing hands or brushing teeth.

These resources support inclusion and give children opportunities to participate in routines with less adult intervention.

Hearing Aids and Assistive Listening Devices

Hearing loss can affect language development and social participation. Early support can help children access spoken language and join interactions.

Examples include:

• Behind-the-ear hearing aids customised by audiologists.
• Bone conduction hearing devices for certain types of hearing loss.
• Classroom FM systems that send a teacher’s voice directly to the child’s hearing aid.
• Soundfield systems to improve overall room sound quality.
• Visual alert systems for doorbells or alarms.

These aids must be checked regularly to confirm they are working. Settings should maintain spare batteries and have procedures for cleaning devices.

Vision Support Equipment

Visual impairment can limit a child’s experience of their environment. Support equipment can help them access learning, play and social opportunities.

Examples include:

• Magnifiers for reading text or small items.
• CCTV video magnifiers for books and worksheets.
• Braille resources for literacy learning.
• Tactile diagrams with raised lines for maps and pictures.
• High contrast materials for easier recognition.
• Talking calculators and watches for daily tasks.

Environments can be adapted for better lighting and clear pathways to reduce hazards for children with low vision.

Role of Professional Assessment

Choosing the right aid must be based on professional evaluation. Occupational therapists, physiotherapists, speech and language therapists, audiologists and specialist teachers all contribute to identifying suitable equipment.

The assessment often considers:

• The child’s physical and sensory abilities.
• Communication needs.
• Behaviour responses.
• Emotional well-being.
• Level of independence.
• The environment where the aid will be used.

Staff must be aware of the care plan and training involved in using specialist equipment.

Safe Use and Maintenance of Equipment

Specialist aids must be kept safe, clean and in good working order. This protects the child and ensures effectiveness.

Good practice includes:

• Regular safety checks.
• Following manufacturer instructions.
• Monitoring wear and tear.
• Cleaning after use to prevent spread of infection.
• Storing equipment securely when not in use.

Broken or faulty equipment should be reported immediately and removed from use.

Embedding Aids in Daily Practice

Specialist aids are most effective when naturally integrated into daily routines. This prevents them from feeling separate or different from regular activities.

Examples of integration:

• Using communication boards in group story time.
• Including sensory toys in free play areas.
• Displaying visual timetables at child height in classrooms.
• Encouraging use of adapted cutlery during snack and mealtimes.
• Using mobility aids during outdoor play sessions.

This helps children feel accepted and included, and encourages peers to engage alongside them.

Final Thoughts

Supporting babies and children with SEND through the right specialist aids and resources makes a real difference. It can help them access learning, communicate effectively, enjoy play and develop independence. Every child is different, so the choice of equipment must always start from an individual assessment.

Early years staff play a key role in making these aids useful every day. By embedding them into routine activities, using them consistently and keeping them in good condition, staff can give children the best chance to thrive in their early years setting. When aids and equipment are matched carefully to the child’s abilities and needs, they can open up better learning opportunities, create positive experiences and encourage active participation in all aspects of early years life.