1.5 Identify barriers to participation for children with special educational needs and disabilities

This guide will help you answer 1.5 Identify barriers to participation for children with special educational needs and disabilities.

Supporting children with special educational needs and disabilities (SEND) means recognising and addressing the obstacles that prevent them from taking part in learning and school life. Participation is more than attending lessons. It is about being actively included in activities, play and relationships. Barriers can appear in physical, social, emotional and organisational forms.

This guide covers the common types of barriers, what they look like in everyday school settings, and how they affect each child differently. It will help you understand the signs and support actions.

Physical Barriers

Physical barriers are anything that stops a child from moving freely or accessing facilities.

Examples include:

• Classrooms that are too small for wheelchair use
• Playgrounds with uneven surfaces
• Lack of accessible toilets
• Stairs without ramps or lifts

Some children may have mobility needs that require changes to the physical environment. Without ramps, handrails or wide doorframes, they cannot access parts of the school. This restricts their participation in lessons or gatherings held in those areas. In some cases, playground equipment may be unsuitable for children with physical impairments.

To reduce these barriers, schools often need adaptions such as:

• Installing ramps and lifts
• Adding accessible seating areas
• Providing height-adjustable desks
• Using specialist equipment for PE sessions

These changes help create an environment where movement and access are equal for all children.

Communication Barriers

Some children face problems with speaking, listening, reading or writing that limit their participation. This may come from hearing loss, speech and language difficulties, or conditions such as autism.

Signs of communication barriers:

• Difficulty following verbal instructions
• Trouble expressing needs
• Misunderstanding questions
• Limited use of vocabulary

These barriers can lead to isolation. A child may appear withdrawn or frustrated if they cannot share ideas or follow group conversations. In a learning activity, instructions may be missed which affects progress.

Supporting strategies might include:

• Using visual aids and symbols
• Providing written instructions and prompts
• Encouraging peer support
• Using assistive technology such as voice output communication aids

Effective communication creates a path for active participation and confidence.

Social Barriers

Social barriers happen when relationships and interaction become harder for a child with SEND. This could be because of differences in behaviour, speech patterns, or communication styles.

Examples:

• Other pupils avoiding contact because they do not understand the child’s needs
• Negative attitudes or prejudice from peers
• Difficulty joining group work or playground games
• Lack of social skills from missed opportunities to interact

Social barriers can deeply affect well-being. A child who finds it hard to join in may spend more time alone, which limits friendships and personal growth. Staff can help by encouraging inclusive group activities and teaching social skills directly.

Helpful actions include:

• Planning buddy systems
• Teaching empathy and acceptance in class discussions
• Supervising group work to promote inclusion
• Recognising and praising inclusive behaviour from other pupils

Breaking social isolation increases a child’s sense of belonging and participation.

Attitudinal Barriers

Attitudinal barriers are linked to assumptions, negative views or low expectations from adults or peers. These can be unspoken but still affect the child’s experience.

Examples:

• Staff assuming a child cannot take part in certain activities
• Peers thinking the child is less able
• Lower academic expectations affecting progress
• Lack of encouragement for trying new things

Negative attitudes might lead to fewer opportunities. This in turn reinforces limitations, even when the child could succeed with the right support. Training for staff and awareness sessions help challenge these views. Positive attitudes promote inclusion and achievement.

Curriculum Barriers

The curriculum is the learning content and activities provided in school. Too often, it is delivered in a way that does not match the needs of children with SEND.

Curriculum barriers include:

• Materials that rely heavily on text without visual or tactile support
• Fast-paced lessons that allow little processing time
• Activities that require certain physical actions without alternatives
• Assessments that are only written

Children with SEND may thrive with adjustments, such as changing the format of tasks, extending time limits, and offering multiple ways to learn a topic. Personalised planning ensures the curriculum can be accessed in ways that suit each child.

Organisational Barriers

Some barriers come from the way the school is structured and run.

Examples:

• Timetables that clash with therapy sessions
• Rigid policies that reduce flexibility
• Insufficient staff to support individual needs
• Limited training for staff

A child may miss parts of lessons or feel rushed between sessions. Without enough skilled support staff, activities may need to be cut short or skipped. Planning with awareness of the child’s needs and commitments is key.

Organisational changes that help might be:

• Making timetables flexible
• Recruiting and training more support staff
• Creating quiet spaces for sensory breaks
• Building time into lessons for adjustments or alternative methods

Sensory Barriers

Sensory barriers affect children who have sensory processing differences. This means they may be over-sensitive or under-sensitive to sounds, light, textures, taste, or smells.

Signs of sensory barriers include:

• Covering ears during loud noises
• Avoiding certain textures or materials
• Difficulty concentrating with background noise
• Stress in busy, bright environments

Sensory overload can lead to distress, withdrawal, or disruption. Simple changes can help, such as reducing noise, using softer lighting, or providing headphones or sensory tools. Understanding how sensory differences influence participation leads to more effective support.

Emotional and Behavioural Barriers

Emotional barriers arise from feelings and mental health conditions that affect participation. Behavioural barriers may be linked to these or to specific conditions.

Common issues:

• Anxiety about school or activities
• Low self-esteem from past difficulties
• Distrust of peers or staff
• Behaviour triggered by frustration or sensory challenges

Children facing these barriers might refuse to join group tasks or struggle to focus. Emotional safety is as important as physical safety. Staff can help through supportive relationships, predictable routines, and positive reinforcement.

Actions that support emotional and behavioural needs:

• Clear, consistent boundaries
• Opportunities to talk about feelings
• Safe escape spaces for calming down
• Strategies for self-regulation, such as breathing exercises

Policy and Funding Barriers

In some cases, policies or budgets restrict a school’s ability to support participation.

Examples:

• Limited funding for equipment or extra staff hours
• Strict policies on classroom sizes or resource use
• Restrictions on specialist training

When resources are tight, children with SEND may miss out on tools or staff support that would enable wider participation. Advocacy for fair funding and flexible policies helps address these issues.

Cultural and Language Barriers

Children from different cultural backgrounds may face barriers linked to language or differences in traditions and expectations. This can be harder for those with SEND.

Examples:

• Instructions given only in English when the child speaks another language
• School activities not respecting cultural or religious needs
• Lack of translated materials for families

Addressing these barriers means working with families, providing translations, and recognising cultural needs in school activities. Respecting these differences encourages full participation.

Health-related Barriers

Medical conditions or ongoing treatments can affect a child’s ability to take part regularly.

Common examples:

• Fatigue from medication
• Frequent hospital appointments
• Physical pain or discomfort
• Risk of infection limiting group work

Support may involve adjusting timetables, providing rest areas, or coordinating with health professionals. This helps the child remain involved even with health challenges.

Linking Barriers to Participation Outcomes

Barriers do not exist in isolation. Often a child faces several at once. For example, a physical disability might overlap with attitudinal barriers from peers or with limited communication in lessons. Recognising these links helps in creating inclusive strategies.

Reducing barriers allows children to:

• Build stronger relationships
• Develop learning confidence
• Engage fully in activities
• Gain better overall outcomes

Supporting Staff Awareness

Training for staff helps identify and reduce barriers. This might cover disability awareness, communication methods, or sensory needs. Observing children during activities can highlight unseen obstacles.

Key staff actions:

• Watch for signs of withdrawal or frustration
• Ask the child and family what works best
• Plan lessons that include all abilities
• Follow up on progress and adjust support as needed

Recognition and action by staff prevent barriers from being overlooked.

Importance of Collaboration

Working with parents, carers, SENCO (Special Educational Needs Coordinator), therapists, and other specialists ensures the right support is put in place. Each party brings insight into the child’s needs and how barriers affect them.

Collaboration steps:

• Regular meetings to track progress
• Sharing strategies between home and school
• Agreeing on consistent approaches
• Updating support plans as needs change

Final Thoughts

Identifying barriers to participation for children with special educational needs and disabilities requires careful observation, listening, and open communication. Every child’s situation is unique, and barriers can appear in different forms. By breaking down these obstacles across physical, social, emotional, organisational and educational areas, you can create a learning environment that is fair, supportive and inclusive.

Removing barriers starts with awareness. When you understand the challenges that prevent participation, you can take focused action to give every child the same opportunities to learn, play and grow. This leads to better engagement, higher confidence, and stronger outcomes for the child, their peers and the whole school community.