The SEND Code of Practice (2015) identifies the following main areas covered by the definition of special educational needs and disability.
Communication and interaction
Children and young people with speech, language and communication needs 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 not being able to understand or effectively use social rules of communication.
Children and young people with Autism are likely to have particular difficulties with social interaction. These children may also experience difficulties with language, communication and imagination, which can impact on how they relate to others.
Cognition and learning
Support for learning difficulties may be required when children and young people struggle in class or 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 and young people are likely to need support in all areas of the curriculum and/or associated difficulties with mobility and communication
- 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
Children and young people may experience a wide range of social and emotional difficulties which can show 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These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour.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 diagnoses such as Attention Deficit Disorder, Attention Deficit Hyperactive Disorder, Pathological Demand Avoidance or Attachment Disorder. Schools and colleges should have clear processes to support children and young people, including how they will manage the effect of any disruptive behaviour so it does not adversely affect other pupils, as well as supporting the needs of the individuals with such needs.
Sensory and / or physical need
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 – a combination of vision and hearing difficulties) will require specialist support and/or equipment to access their learning, or habilitation support.
Some children and young people with a physical disability (PD) require additional ongoing support and equipment to access all the opportunities available to their peers, which can include mobility aids, and specific health related interventions, for instance related to feeding or continence.
It should be noted that some assessments undertaken, and interventions recommended relating to the above areas of need may be the responsibility of health professionals such as Speech and Language Therapists, Occupational Therapists, and CAMHS. If the interventions recommended are educating or training a child or young person, then they are viewed as educational provision.