In the SEND Code of Practice, the area of sensory and/or physical needs includes children and young people with sensory impairments such as those affecting sight or hearing, as well as multi-sensory impairment (MSI), which involves combined difficulties with vision and hearing, and physical disabilities affecting motor skills and coordination (including both fine motor difficulties such as handwriting and gross motor difficulties). These children and young people may have difficulties accessing the standard educational facilities typically available in schools such as classrooms, playgrounds, libraries, and other shared spaces. Those with sensory and/or physical needs may require additional support, adaptations, or specialised equipment to use these facilities effectively. Sensory and/or physical needs can be age related and may fluctuate over time. Many children and young people with vision impairment (VI), hearing impairment (HI) or a multisensory impairment (MSI) will require specialist support and/or equipment to access their learning, or habilitation support. Although some children with sensory and/or physical needs may also have sensory processing difficulties, given they are commonly associated with autism, sensory processing difficulties will be addressed in the rapid evidence review on identifying and supporting the needs of autistic children and young people. Therefore, sensory processing difficulties will not be examined in this report. The evidence was collected by means of a rapid evidence assessment (REA). A search of the literature aimed at drawing out key findings for children and young people with sensory and/or physical needs. The literature search focused on systematic reviews and meta-analyses evaluating effective tools and strategies for the identification and support for children and young people with sensory and/or physical needs in mainstream settings as well as reviews evaluating collaborative practices between families, schools, and healthcare providers or specialists.