Here are some phrases and acronyms used when talking about special educational needs and disabilities:
Attention Deficit Disorder
Attention Deficit Hyperactivity Disorder
Additional Learning Support
Additional Learning Support (ALS) Managers
This role is in Further Education establishments. It is like a Special Educational Needs Coordinator in a school. There is no legal requirement, but someone has to be responsible for young people with additional learning support needs.
AR (Annual Review)
Under the Children and Families Act 2014, local authorities must carry out a review of every Education, Health and Care plan at least once every 12 months
Autistic Spectrum Condition
Autistic Spectrum Disorder
This involves building a picture of your child’s abilities, difficulties, behaviour and his or her special educational needs and the support required to meet those needs
Age Weighted Pupil Unit – the amount of money that every maintained school receives for each pupil that is on the school roll, whether or not they have special education needs. The value of the AWPU varies from one local authority to another and according to the age of the pupils.
The assessment of a child’s aptitude and ability as s/he starts school
BEHAVIOUR SUPPORT TEACHER
A trained and experienced teacher who can advise on the needs of children with a range of emotional, behavioural and social needs. They offer support and advice to parents, children and schools
Providing descriptions of what is expected or what has been achieved
British Sign Language
Communication and Assisted Technology service for Kent and Medway
(Child and Adolescent Mental Health Service) - is the name for the NHS services in the UK. See also CYPMHS
For the purpose of the Special Educational Needs Code of Practice, a carer is a person named by a local authority to care for a child for whom the social services department has a parental responsibility
CCG Clinical Commissioning Groups
CCGs are groups of practitioners that work together to commission health services, ensuring there is sufficient capacity contracted to deliver the necessary services to people
Children and Families Information Service - provides, free, confidential, impartial information and advice to parents, carers and members of the public. Help with childcare, early education, parenting, family life and issues that affect young people. The Kent CFIS hold the only database of Ofsted registered childcare in the County.
Continuing Health Care
CHILDREN AND FAMILIES ACT 2014
This law came into force on September 1, 2014. Part 3 of the Act sets out the new law on special educational needs and disability. The Act is supported by the SEND Regulations 2014 and the SEND Code of Practice: 0-25 Years 2015
Communication and Interaction
Cognition and Learning
Children in Care
Child in Need
A technique for raising pupils’ self-esteem in school
Community Mental Health Team (adults)
CODE OF PRACTICE (CoP) 2015
The SEN Code of Practice is a guide for Local Education Authorities, parents and schools about how help should be given to children with Special Educational Needs. Local Education Authorities and schools must have regard to the code
Cerebral Palsy or Child Protection
Community Support Worker
Children and Young People
Children and Young people’s mental health service (NELFT NHS foundation trust)
Cortical Visual Impairment
Deficits in Attention, Motor Control and Perception
Disclosure and Barring Service
Disability Discrimination Act – since 2002, schools and local education authorities must not treat disabled pupils less favourably because of their disability
Department for Children, Schools and Families
Department for Education
A payment made directly to a parent or young person to purchase specific services. Under the Children and Families Act 2014 a Direct Payment may be made as part of a Personal Budget so that the parent or young person can buy certain services that are specified in their EHC plan. Direct payments can only be used for provision provided on the school or college premises if the school or college agree
Local authorities must provide independent disagreement resolution to help parents and young people resolve disputes with local authorities, schools and other settings about SEND duties and provision. You can find more information on disagreement resolution in the SEND Code of Practice 11.6 to 11.10
Removal or lifting of a programme of study, attainment target, assessment or any other component of the National Curriculum, or any combination of these including entire subjects or the entire National Curriculum
DLA Disability Living Allowance
Any award is based on the child’s care needs, not diagnosis
Directorate Leadership Team
Disabled Students' Allowance - extra help for students who have a disability, a mental health condition, or specific learning difficulty, like dyslexia or dyspraxia.
English as an Additional Language
EARLY EDUCATION SETTINGS
Providers in receipt of Government funding to deliver early education including maintained mainstream and special schools, maintained nursery schools, independent schools, non-maintained special schools, local authority day-care providers such as pre-schools, playgroups and private day care nurseries, local authority portage schemes and accredited childminders working as part of an approved national child-minding association network
EARLY HELP WORKERS
Provide intensive support to families
EARLY YEARS LIFT (Local Inclusion Forum Team)
Specialist teachers advice for pre-school settings to identify support for children with special educational needs within the setting
EARLY YEARS PRACTITIONERS
All the adults who work with children in early education settings, whatever their qualifications
EBD (Emotional and Behavioural Difficulties)
Emotional and/or behavioural problems that interfere with the child’s education
EDUCATION ACT 1996
Part IV of the Education Act 1996 was the legal framework for SEN. Part 3 of the Children and Families Act 2014 now replaces this legislation
EH Early Help
ESFA (Education and Skills Funding Agency) – Responsible for funding education and skills for children, young people and adults.
Education, Health & Care
EDUCATION, HEALTH AND CARE (EHC) NEEDS ASSESSMENT
(sometimes called a Statutory Assessment).
An EHC needs assessment is a formal process, which involves the collection of information to find out a child's needs and what support should be put in place to meet the needs. Information and advice is gather from the parents/carers or young person, school, nursery or college staff, social services, psychologists, health and other staff working with the child or young person. Local authorities must carry out an EHC needs assessment if a child or young person may need an Education Health and Care plan.
EDUCATION, HEALTH AND CARE PLAN (EHCP)
An Education, Health and Care Plan describes the special educational needs that a child or young person has and the help that they will be given to meet them. It also includes the health and care provision that is needed. It is a legal document written by the local authority and is used for children and young people who have high support needs
Education Other Than At School – arrangements that the local education authority makes to educate pupils other than in a school setting. EOTAS also includes children who are educated at home when parents arrange the education
Educational Psychologist - A qualified practitioner who has had training in psychology to understand more about the ways children learn, think and behave. The Educational Psychologist plays an important role in assessing a child’s special education needs and giving advice to schools. Local education authorities usually employ educational psychologists
Educational Psychology Service - The Educational Psychology Service provides assessment, advice and support to help children and young people.
Early Years Foundation Stage
Fetal Alcohol Syndrome
FIRST TIER TRIBUNAL
SEN and disability – the First-Tier Tribunal (Special Educational Needs and Disability) is a legal body. The Tribunal hears appeals from parents of children with SEN, and young people with SEN, about EHC needs assessments and EHC plans
The foundation stage begins when children reach the age of three. Many children attend an early education setting soon after their third birthday. The foundation stage continues until the end of the reception year and is consistent with the national curriculum. It prepares children for learning in year 1, when programmes of study for Key Stage 1 are taught.
Further Education – full or part-time education for people who are over compulsory school age (16 years in England) which does not take place in a school. It can take place in a sixth form college, a further education college or a higher education institution. Further education courses are usually up to the standard of GCSE A level or National Vocational Qualification (NVQ) Level 3
Free School Meals
Family Support Worker
The SEND Code of Practice says that schools should follow a graduated approach when providing SEN Support. This is based on a cycle of ‘assess, plan, do, review’
Global Learning Delay
Higher Level Teaching Assistant
Information and Communications Technology
In-Service Education and Training
Educating children with special educational needs together with children without special educational needs in mainstream schools wherever possible and ensuring children with special educational needs engage in the activities of the school together with children who do not have special educational needs
A school, which is neither funded by the LA, nor is it a voluntary aided school. Charitable trusts and organisations, particularly those catering for special educational needs, run some independent schools. They usually charge fees
Independent Review Panel
Inclusion Support Service Kent - a traded service which provides specialist support, training, advice, coaching and mentoring to schools, settings and practitioners working with children, young people and communities.
Key Stage 1 (KS1)
The level of the National Curriculum taught to children in Reception to Year 2 (age 4-7)
Key Stage 2 (KS2)
The level of the National Curriculum taught to children in years 3 to 6 (age 7-11)
Key Stage 3 (KS3)
The level of the National Curriculum taught to children in years 7 to 9 (age 11-14)
Key Stage 4 (KS4)
The level of the National Curriculum taught to children in years and 11 (age 14-16)
Someone who provides children, young people and parents with a single point of contact to help make sure the support they receive is co-ordinated. A key-worker could be provided directly by a local authority or local health organisation, a school or college, or from a voluntary or private sector body.
Kent Safeguarding Children – Multi agency partnership.
Looked After Children (now Children in Care)
Learning difficulties and disabilities
A child has learning difficulties if he or she finds it much harder to learn than most children of the same age or has a disability which affects his or her ability to learn in the same way or the same environment as other children
A person working in school with groups and individual children to help them overcome barriers to learning. Mentors may also be trained volunteers working with individual children through an external organisation
LOCAL AUTHORITY / AUTHORITIES
Local authorities are administrative offices that provide services within their local areas. There are 152 across England which are education authorities. Here in Torbay, it is Torbay Council.
Local Inclusion Forum Team - Schools can get support from specialist teachers, school outreach staff and educational psychologists who can advise about the extra support that can be given to a child who has difficulty learning. (also see Early years LIFT)
The Local Offer, published by every local authority, tells you what support is available for children and young people with special educational needs and/or disabilities, and their families. It includes information about education, health and care provision. It also give information about training, employment and independent living for young people with special educational needs and/or disabilities.
Learning Support Assistant - a person employed by the school to provide support in the classroom or undertake specific work with a child or group of children who have learning difficulties. They work under the direction of the class teacher.
This is a school that provides education for all children, whether or not they have special educational needs or disabilities
Mediation is a type of disagreement resolution. Every local authority must provide independent medication to help parents and young people resolve disputes with local authorities about EHC plans. Mediation must also be provided on the health and social care elements of an EHC plan.
The purpose of mediation advice is to give information about what mediation involves. Parents or young people who wish to register an appeal with the First Tier Tribunal (SEN and Disability) must first seek mediation advice. The advice must be factual and unbiased. After mediation advice has been given the parent or young person can choose whether they wish to go to mediation. However, it is not necessary to seek mediation advice if the appeal is only about the name of the school, or college named on the plan, the type of provision specified in the plan or the fact that no school or other institution is named.
Moderate Learning Difficulties
Amendment or alteration of a programme of study, attainment target, assessment, or any other component of the National Curriculum in order to give your child access to that area of the curriculum
The ongoing assessment of work, progress, expenditure or achievement
Multiple Sensory Impairment
Involving practitioners from a range of disciplines (usually Education, Children’s Social Care and Health)
A case officer working in the Inclusion Team who is the point of contact for parents of children undergoing statutory assessment or who have statements
NC (National Curriculum) – this sets out a clear, full and statutory entitlement to learning for all pupils, determining what should be taught and setting attainment targets for learning. It also determines how performance will be assessed and reported.
NON-MAINTAINED SPECIAL SCHOOL
A non-profit making school which charges fees. Most non-maintained special schools are run by charities or charitable trusts.
Oppositional Defiant Disorder
Office for Standards in Education
Occupational Therapist - A person trained to provide assessment, treatment and rehabilitation for children with physical difficulties. They are able to give schools advice on programmes of support, and to advise on suitable equipment and the provision of other facilities.
A Doctor specialising in the needs of babies and children
PARENT CARER FORUM
A Parent Carer Forum is a representative local group of parents and carers of disabled children who works with local authorities, education, health and other providers to make sure the services they plan and deliver meet the needs of disabled children and families.
Physical Difficulty / Disability
Pathological Demand Avoidance
A Personal Budget is money set aside to fund support as part of an Education, Health and Care plan (EHC plan) for a child or young person with special educational needs. It can include funds from Education, Health & Social Care. Parents of children with an EHC plan and young people with an EHC plan can choose whether or not they wish to have a Personal Budget
Personal Education Plan
Preparing for Adulthood
A person trained to provide assessment and treatment in movement and physical development such as balance, co-ordination, ability to sit, stand and walk. They are able to give advice to schools on programmes of support
Personal Independence Plan is a benefit that helps with the extra costs of a long-term health condition or disability for people aged 16 and over
Personal Learning Plan
Profound and Multiple Learning Difficulty
Public Mental Health Worker
Home-based, pre-school education for children with special educational needs. There is a national portage association, which provides a Code of Practice and accredited training. Portage home visitors work in partnership with parents, helping parents to help their child
Pastoral Support Plan to be put in place to help modify a pupil’s behaviour. They should be put in place where a child is at serious risk of permanent exclusion
A doctor who helps people who have difficulties with the way they feel and behave. Child psychiatrists specialise in helping children
Personal, social and health education
Pupil Referral Unit – a centre for pupils who are permanently excluded from school. Some PRUs are able to support schools with preventative work.
Reactive attachment disorder
Changes schools and other settings are required to make which could include changes to physical features (for example, creating a ramp so that students can enter a classroom), or providing extra support and aids (such as specialist teachers or equipment).
Protecting children and young people from maltreatment; preventing impairment of children and young people’s health or development; ensuring that children and young people are growing up in circumstances consistent with the provision of safe and effective care; undertaking that role so as to enable those children and young people to have optimum life chances and to enter adulthood successfully
Speech and Language
Speech and Language Therapist or Therapy – this is a Health Care provision. The role and aim is to enable adults and children with speech, language and communication difficulties (and associated difficulties with eating and swallowing) to reach their maximum communication potential and achieve independence in all aspects of life. Some Post 16 providers employ their own Speech and Language Therapist.
Strengths and Difficulties Questionnaire
Social and Emotional Aspects of Learning
Special Educational Needs Assessment and Placement Team
Special Educational Needs
Special educational needs coordinator – a SENCO is a qualified teacher in a school or maintained nursery school who has responsibility for co-ordinating SEN provision. Early years settings that are part of group provision arrangements are expected to identify an individual to perform the role of SENCO
Special Educational Needs and Disabilities
Special Educational Needs and Disability Information Advice and Support Service (independent service – Working at arm’s length to the Local Authority)
Self esteem is the way we judge ourselves as individuals and how we value or estimate what we can do. It is closely allied to self confidence. Children with low self esteem feel inside that they cannot do things.
SEND CODE OF PRACTICE 2015
This is statutory guidance that supports Part 3 of the Children and Families Act 2014. It tells local authorities, early years settings, schools, colleges, health & social care providers and others what they must and should do to identify, assess and provide for children and young people with SEN or disabilities
Special Educational Needs and Disability First Tier Tribunal – an independent body that hears appeals by parents against a Local Authority decision about the statutory assessment process or the contents of an Education, Health and Care plan. The tribunal can also hear disability discrimination cases. The tribunal’s decision will be binding on both parties to the appeal.
SEN INFORMATION REPORT
All schools must publish, on their websites, information about their policy and arrangements for supporting children with SEN. This must be kept up to date.
Any help for children and young people with SEN that is additional to or different from the support generally made for other children of the same age. The purpose of SEN support is to help children achieve the outcomes or learning objectives that have been set for them by the school. Schools should involve parents in this process
Sometimes a service that provides information, advice and support may be asked for help that it is not able to give directly. When this happens the person seeking information, advice or support may signposted to other service providers. This means that they will be given information, including contact details, about other sources of help
Social, Emotional and Mental Health Difficulties
Speech, Language and Communication Needs
Severe Learning Difficulties
School Leadership Team
Senior Management Team
Formerly known as elective mutism
Sensory and/or Physical Needs
Specific Learning Difficulty
Sensory Processing Difficulties
Specialist Post 16 College
Specialist Post 16 Institutions
SPECIAL EDUCATIONAL PROVISION
For children of two or over, educational provision which is additional to, or otherwise different from, the educational provision made generally for children of their age in schools maintained by the LA, other than special schools, in the area. For children under two it is educational provision of any kind
A school which is resourced and organised to provide specifically for the education of pupils with an EHC plan
Specialist Resource Provision
The Specialist Teaching and Learning Service. They offer support and advice to parents, children and schools and can have specific specialisms for example Behaviour, ASD and Communication and Interaction.
STATUTORY ASSESSMENT (
Guidance that local authorities and other local bodies have a legal duty to follow
Team Around the Child
A plan devised following the Year 9 annual review and updated at subsequent annual reviews. The purpose of the plan is to draw together information from a range of individuals within and beyond the school in order to plan coherently for the young person’s transition to adult life
Team Around the Family
TRIBUNAL - See SENDIST
Virtual School Kent
Youth Offending Service
These are the most common acronyms but do please be aware different organisations will sometimes use different ones