Schools are renowned for using acronyms so please find some definitions below to help!
- EHCP- Education, Health and Care Plan for children with significant additional needs, in effect replacing 'Statements'.
- APDR form- Assess-Plan-Do-Review schedule that parents / carers, the child, teacher and SENCo work on together to plan appropriate adjustments.
- TAF– Team Around the Family, which is a document worked on by all stakeholders so that services / actions can be requested to support the family at home and the children in school.
- EP- Educational Psychologist who may visit the school / home to undertake observations and assessments with your child.
- EHA – Early Help Assessment, which is a document worked on by home and school to share concerns with the local authority and ask for the relevant support
- SALT- Speech and Language Therapy supporting children's ability to communicate effectively.
The broad areas of need as identified by the government in the Code of Practice:
Communication and interaction (sometimes shortened to C&I)
Children and young people with speech, language and communication needs (SLCN) have difficulty in communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them or they do not understand or use social rules of communication. The profile for every child with SLCN is different and their needs may change over time. They may have difficulty with one, some or all of the different aspects of speech, language or social communication at different times of their lives.
Children and young people with ASD, including Asperger’s Syndrome and Autism, are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication and imagination, which can impact on how they relate to others.
Cognition and learning (sometimes shortened to C&L)
Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD), where children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication, through to profound and multiple learning difficulties (PMLD), where children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment.
Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.
Social, emotional and mental health difficulties (sometimes shortened to SEMH)
Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained. Other children and young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder.
Sensory and/or physical needs
Some children and young people require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. These difficulties can be age related and may fluctuate over time. Many children and young people with vision impairment (VI), hearing impairment (HI) or a multi-sensory impairment (MSI) will require specialist support and/or equipment to access their learning, or habilitation support. Children and young people with a MSI have a combination of vision and hearing difficulties. Information on how to provide services for deafblind children and young people is available through the Social Care for Deafblind Children and Adults guidance published by the Department of Health.
Some children and young people with a physical disability (PD) require additional on-going support and equipment to access all the opportunities available to their peers.