• Care and emergency plan— outlining procedures if pupil has a suspected fracture / injury
• If a fracture is suspected– do not move the pupil and phone for an ambulance.
• Attendance can be affected due to hospital stays and fractures—try to plan / support pupil to catch up
• Train peers to ensure classroom/ corridors are always keep tidy with no items that could cause the pupil to trip
• Consider using a disabled toilet or provide grab rails in classroom toilet.
• Coat peg/ school tray/ locker to be positioned on the end of line/ top tray
• Pupils with OC to be positioned at the end or beginning of line, or move around school ahead of class group.
• Seek support with chair/ table adaptations from OT / Physio
• Handwriting can be difficult over time– consider gel pens, access to computer, scribe, extra time in tests.
• Supervision / alternative provision at break time to ensure interaction with peers safely.Adapted cutlery/ scissors/ pens to promote independence.
• Multiple fractures can make writing difficult - consider ICT/ scribe/ Cloze procedure/ slope board
• Additional set of books to save carrying them in school.
• Art/ DT/ Science/Drama lessons may require adult support as often these lessons can involve movement within the classroom & equipment can be heavy.
• Peer awareness of condition and how to support ( with student's permission)

There are four types of osteogenesis imperfecta;

• Type 1: is a milder condition which has relatively few fractures and blue/grey whites of the eyes (sclera).
• Type 2: causes very severe fractures resutling in stillborn babies or death within a few weeks of life.
• Type 3: is severe, although not life threatening, however growth may be impaired significantly.
• Type 4: is as Type 1 but without sclera.

• Always seek advice from the student's physio before allowing access to the PE activities.
• Avoid all contact sports.
• Care needs to be taken when moving around crowded areas eg corridors, playgrounds, lunch halls
• If the student does report a 'bump', this requires immediate attention and the agreed care protocol followed.
• Encourage activities which develop strength to increase joint stability.
• Use lightweight equipment
• Low impact activities
• Swimming- change in a less crowded area, support getting up and out of the water, jumping in not allowed, extra care and space in the water, keep eyes open to avoid collisions
• Dancing- controlled movement in a protected area
• Athletics- light equipment, concentrate upon accuracy and precision
• Encourage individual games eg bowls, table tennis, Nintendo Wii/ X box Kinnex

• Bones more liable to break
• Back may curve ( scoliosis)
• Joints are hypermobile( more bendy)
• Teeth may be translucent or grey
• Skin may bruise easily
• Hearing loss
• Generalised pain

• Fractures are treated as they occur.
• Ongoing physio support and advice to avoid further fractures
• Plaster casts can be used and other Orthopaedic techniques

• It is a genetic condition- that impacts the body's production of collagen especially on the bones & tissues
• There is a genetic abnormality in the structure of the protein component of the bone, as a result fractures occur very easily during the course of normal everyday activities.

• Access to school classroom, playground, assembly hall etc needs to be planned before surgery
• Access to a disabled toilet with room to enter in a wheelchair.
• Change position in classroom while in wheelchair, to allow easy access and prevent the leg being knocked.
• Consider access to higer table to allow room for wheelchair and leg extended
• Plan how to 'catch up' student with work missed and social contact with peers

• Ball Skills
• Racket sports
• Music
• Dance
• Balance activities with support
• Swimming
• Lightweight tools– eg foam javelin, foam balls, scarves instead of balls
• or consider an Individual PE Challenge Programme

• Jumping off objects
• Bouncing/ trampolining
• Contact sports
• PE activities that could mean falling