Multi-Sensory Impairment (MSI)

VSSS uses the NatSIP sensory classification from the NatSIP Eligibility Framework.  For MSI this consists of an element of vision loss and an element of hearing loss.  The MSI classification will be given for the highest of the two sensory classifications (i.e. a mild hearing loss and a severe vision loss gives a severe multi-sensory impairment.) 

When a CYP has an identified multi-sensory impairment (MSI) there needs to be a recognition that it is a disability which reduces the compensation usually available for the CYP with a single sensory impairment using the alternative sense.  This will have an impact on the ability to communicate, move safely and process information. The majority of CYP with MSI will either be on the assessment pathway or have an EHCP in place. 

CYP with Multi-Sensory Impairment commonly: 

• Have a combination of a diagnosed hearing loss and a diagnosed vision loss 
• Tire easily and attention and concentration will lapse at times  
• Are isolated from peers and find social interaction challenging  
• Find communication with adults and peers challenging  
• Have difficulty accessing the curriculum and other information e.g. assembly, notices, lunch arrangements, clubs etc.   
• Need support to access the setting (e.g. mobility, orientation and dependence) 

Provision and/or strategies: approaches, adjustments and specific interventions expected to be made by settings according to the ages and stages of the CYP

Universal

• Ensure all adults are aware that inclusion of CYP with sensory needs is everyone's responsibility, with support from Virtual School Sensory Support (VSSS).
• Provide whole-setting MSI training so all staff understand the CYP's needs.
• Ensure staff understand how hearing and vision impact learning.
• Provide a consistent, predictable environment and routines to support orientation and understanding.
• Ensure the CYP's attention is gained before communication, using appropriate cues (e.g. touch, movement, positioning).
• Allow sufficient processing time and pace interactions appropriately to support understanding and response.
• When planning adaptations:
  • Use a combination of tactile, auditory and visual cues to support understanding and engagement.
  • Consider enlarged print, tactile resources, and clear cues.
  • Use seating, decluttering, and structured support to aid access and attention.
  • Ensure appropriate positioning and proximity to enable effective communication and access to information.
  • Use an individual communication approach (e.g. tactile timetables, communication passport).
  • Scaffold learning while promoting independence
  • Monitor sensory load, fatigue and emotional wellbeing, adapting demands accordingly and providing breaks where needed.
• Maintain consistent communication between home and the setting (e.g. a home-setting book)
• Encourage friendships and social inclusion by supporting interaction with peers and adults, adapting communication approaches to enable meaningful participation.

Targeted

• Seek ongoing assessment and advice from a qualified MSI teacher.
• Ensure environmental audits are carried out by an MSI teacher or Habilitation Officer, and that staff implement, monitor and maintain recommended adaptations consistently within the setting.
• Ensure appropriate adaptations and reasonable adjustments are in place to support access to learning and information.
• Provide structured, individualised teaching of communication methods (e.g. tactile communication, objects of reference, AAC) to develop functional communication.
• Ensure habilitation (mobility and life skills) programmes delivered by a qualified Habilitation Officer are embedded within daily routines, with staff reinforcing and supporting the development of these skills throughout the day.
• Provide a key worker (ideally Intervenor-trained) to support access to learning, communication, the environment, and medical needs.
• Provide targeted adult support to scaffold communication and access to learning, gradually reducing support to promote independence.
• Plan and facilitate opportunities to practise communication, mobility and independence skills across different environments and routines.
• Plan carefully for transitions, ensuring the CYP's wishes and aspirations are fully considered.