Areas of Special Educational Needs and Disabilities

There are 4 areas of Special Educational Needs and Disabilities (SEND): 

 A subset of communication and interaction is Autistic Spectrum Disorder (ASD). This is also covered as it is strongly presented in our communities. 

Sensory and/or physical need 

This includes: 

  • Visual Impairment (VI) 
  • Hearing Impairment (HI) 
  • Physical Disability (PD) 

Some children and young people require special educational provision if their disability hinders them from making use of the educational facilities generally provided. These difficulties can be age related and may fluctuate over time. For further details please see the SEND Code of Practice:0-25 Years - January 2015 (6.34 and 6.35) 

Children with visual and/or hearing impairments may receive support from the Children’s Sensory Team (CST). Those with a physical disability may need support from: 

  • an occupational therapist  
  • a physiotherapist 

Social, emotional and mental health (SEMH) 

Children and young people may experience a wide range of social and emotional difficulties, which can manifest in many ways. Individuals may become withdrawn or isolated, and display challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as:

  • anxiety
  • depression
  • self-harming
  • substance misuse
  • eating disorders
  • 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.

These difficulties may not have been identified prior to beginning nursery or pre-school. Some concerns may be raised during an initial visit. 

See further details in the SEND Code of Practice:0-25 Years - January 2015 (6.32).

Cognition and Learning 

Support for learning difficulties may be required for those who learn at a slower pace. Learning difficulties cover a wide range of needs, including:

  • moderate learning difficulties (MLD)
  • severe learning difficulties (SLD)
  • profound and multiple learning difficulties (PMLD)
  • Specific learning difficulties (SpLD), affect one or more specific aspects of learning.

Learning Difficulties is discussed in the Cognition and Learning section of the  SEND Code of Practice:  0-25 - January 2015 (6.30 and 6.31)

Communication and Interaction 

This may have support from a speech and language therapist (SLT)

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
  • 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 Autistic Spectrum Disorders (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.

See further details: SEND Code of Practice:  0-25 - January 2015 (6.28 and 6.29)

Autistic Spectrum Disorders

ASD is defined by the National Autistic Society as a lifelong developmental disability. The American Psychiatric Association (APA) has revised its diagnostic manual. The manual is now known as Diagnostic and Statistical Manual (DSM). It has reduced the previous three areas of impairment to two. While all people with autism share the two main areas of difficulty, their condition affects them in very different ways. Some are able to live relatively 'everyday' lives. Others need a lifetime of specialist support. The two main areas of difficulty which all people with autism share are: 

  • social communication and interaction 
  • restricted, repetitive patterns of behaviour, interests, or activities 

ASD may or may not be diagnosed, or the child may be assessed in a diagnosis pathway. The DSM is an American publication. Most diagnoses in the UK are based on the International Classification of Diseases (ICD). This is published by the World Health Organisation. The current ICD (ICD-10) is virtually the same as the previous version of the DSM.