Special educational needs acronyms

A

Applied behaviour analysis (ABA)

Applied behaviour analysis or ABA is an approach based on principles of learning and behaviour. It may be used to support children and young people with autism and other developmental needs. Approaches to ABA vary, and its use in education should be considered in light of the individual child or young person’s needs and evidence available.

Attention deficit hyperactivity disorder (ADHD)

Attention deficit hyperactivity disorder or ADHD is a neurodevelopmental condition which can affect attention, impulsivity, activity levels and executive functioning. ADHD can give rise to special educational needs requiring additional support in education.

Autism Diagnostic Observation Schedule, Second Edition (ADOS-2)

The Autism Diagnostic Observation Schedule, Second Edition or ADOS-2 is a structured assessment used by appropriately trained professionals as part of an assessment for autism. It considers areas including communication, social interaction and restricted or repetitive behaviours.

Auditory processing disorder (APD)

Auditory processing disorder or APD describes difficulties with the way the brain processes and interprets sounds. It can affect a child’s ability to understand spoken information, particularly in noisy environments, and may result in special educational needs.

Annual Review (AR)

An Annual Review or AR is the statutory review of an Education, Health and Care Plan (EHCP). It should consider whether the EHCP remains appropriate and whether any changes are needed to the child’s or young person’s special educational provision, outcomes or placement. An EHCP can also be reviewed earlier where there has been a significant change in circumstances.

Additionally resourced provision (ARP)

Additionally resourced provision or ARP is specialist provision within a mainstream school or other educational setting designed to support pupils with particular special educational needs or disabilities. The type and eligibility criteria for ARP vary between local authorities and individual schools.

B

British Ability Scales (BAS)

The British Ability Scales or BAS are standardised assessments used by appropriately qualified professionals to assess aspects of cognitive ability and educational attainment. They can help inform the assessment of a child’s strengths, difficulties and educational needs.

Behaviour support plan (BSP)

A behaviour support plan or BSP is a document setting out strategies and support to help a child or young person manage behaviour and access education. The content and terminology used can vary between schools and education settings.

C

Childhood Autism Rating Scale, Second Edition (CARS-2)

The Childhood Autism Rating Scale, Second Edition or CARS-2 is an assessment tool which can be used by trained professionals when assessing autism-related characteristics.

Clinical Evaluation of Language Fundamentals (CELF)

The Clinical Evaluation of Language Fundamentals or CELF is a standardised assessment used by speech and language professionals and other appropriately trained practitioners to assess aspects of language and communication.

Children and Families Act 2014 (CFA)

The Children and Families Act 2014 is the legislation which introduced the current statutory framework for supporting children and young people with special educational needs and disabilities in England, including Education, Health and Care Plans (EHCPs).

Child and Adolescent Mental Health Services (CAMHS)

Child and Adolescent Mental Health Services or CAMHS provide assessment and support for children and young people experiencing mental health difficulties. CAMHS may be involved where mental health difficulties interact with a child’s special educational needs or affect their ability to access education.

Cerebral palsy (CP)

Cerebral palsy or CP is a group of conditions affecting movement, coordination and posture. It can result in a range of physical, communication, sensory and learning needs which may require additional support in education.

Cystic fibrosis (CF)

Cystic fibrosis or CF is a genetic condition which primarily affects the lungs and digestive system. Children and young people with cystic fibrosis may require additional support or adjustments to access education.

D

Department for Education (DfE)

The Department for Education or DfE is the government department responsible for education, children and young people’s services and related policy in England. It publishes guidance including the Special Educational Needs and Disability Code of Practice.

Disability discrimination (DD)

Disability discrimination is unlawful treatment of a disabled person in certain circumstances and is governed principally by the Equality Act 2010. In education, the Equality Act provides protections against discrimination, harassment and victimisation and includes a duty to make reasonable adjustments.

Disabled Students’ Allowance (DSA)

Disabled Students’ Allowance or DSA provides financial support to eligible students in higher education who have a disability, long-term health condition, mental health condition or specific learning difficulty. It can help meet additional study-related costs arising from a disability or learning difficulty.

E

Education Act 1996 (EA)

The Education Act 1996 is an important piece of education legislation. Although the Children and Families Act 2014 introduced the current SEN framework, provisions of the Education Act 1996 continue to apply to education and special educational needs matters.

Education, Health and Care Plan (EHCP)

An Education, Health and Care Plan or EHCP is a legal document setting out a child or young person’s special educational needs and the provision required to meet those needs. An EHCP can also include health and social care provision where relevant. EHCPs are intended for children and young people who require more support than is ordinarily available through special educational needs support.

Educational psychologist (EP)

An educational psychologist or EP is a psychologist who specialises in children’s learning, development and wellbeing. Educational psychologists may assess a child’s needs, provide advice about appropriate provision and contribute to assessments for an EHCP.

Educational psychology service (EPS)

An educational psychology service or EPS is a service, usually provided or commissioned by a local authority, which provides access to educational psychologists. EPs may advise schools, families and local authorities about children’s learning and special educational needs.

Education welfare officer (EWO)

An education welfare officer or EWO works with children, families and schools to address issues relating to school attendance. Where absence is linked to special educational needs or disability, an EWO may work alongside education and other professionals to identify appropriate support.

Early Years Foundation Stage (EYFS)

The Early Years Foundation Stage or EYFS is the statutory framework for children’s learning, development and welfare from birth until the end of the Reception year. The framework applies to early years providers and schools and includes requirements relating to identifying and supporting children with special educational needs and disabilities.

F

Further education (FE)

Further education or FE generally refers to education after the age of 16 which is not higher education. It includes sixth forms, further education colleges and other post-16 education and training. Young people with an EHCP may continue to receive support in further education where they meet the relevant requirements.

First-tier Tribunal (Special Educational Needs and Disability)

The First-tier Tribunal (Special Educational Needs and Disability), commonly known as the SEND Tribunal, hears appeals concerning certain decisions made by local authorities about children and young people with special educational needs. It can consider matters including whether an EHCP should be issued, its contents and the educational placement named in it.

G

Global developmental delay (GDD)

Global developmental delay or GDD describes significant delays in achieving developmental milestones in young children. It can affect areas such as communication, cognition, motor skills and social development and may give rise to special educational needs.

H

Higher education (HE)

Higher education or HE refers to education beyond further education, including university-level study and other degree-level or higher qualifications. Education, Health and Care Plans generally apply to eligible children and young people in education up to the age of 25, but different rules apply once a young person enters higher education.

Hearing impairment (HI)

Hearing impairment or HI describes a range of conditions affecting hearing. A hearing impairment may result in special educational needs and may require specialist support or reasonable adjustments to enable a child or young person to access education.

I

Information, Advice and Support Service (IASS / SENDIASS)

The Information, Advice and Support Service, commonly known as SENDIASS, provides information, advice and support to children and young people with special educational needs and disabilities and their parents or carers. Services are available through local authorities and should be independent and impartial.

Individual behaviour plan (IBP)

An individual behaviour plan or IBP is a document setting out strategies and support for a pupil experiencing behavioural difficulties. Schools may use different terminology for plans of this type.

Individual education plan (IEP)

An individual education plan or IEP is a document that may be used by a school to record a child’s special educational needs, targets and support. IEPs are not a statutory requirement under the current SEN framework, although some schools continue to use them.

Individual pupil profile (IPP)

An individual pupil profile or IPP is a document which may be used by an education setting to record a child’s strengths, needs and the strategies or adjustments required to support them. Terminology and format vary between settings.

J

Judicial review (JR)

Judicial review or JR is a legal process through which the lawfulness of a decision, action or failure to act by a public body can be challenged. In SEN matters, judicial review may be relevant where a local authority or other public body has acted unlawfully and there is no adequate alternative remedy.

L

Local authority (LA)

A local authority or LA is the local government body responsible for a range of public services. In England, local authorities have statutory duties relating to children and young people with special educational needs and disabilities, including the assessment and maintenance of EHCPs.

Local Offer (LO)

The Local Offer or LO is information published by each local authority setting out the education, health and social care support available locally for children and young people with special educational needs and disabilities.

Learning support assistant (LSA), teaching assistant (TA) or learning assistant (LA)

A learning support assistant, teaching assistant or learning assistant is a member of education staff who may provide additional support to pupils in accessing learning and participating in school life. The terminology used varies between education settings.

Local Government and Social Care Ombudsman (LGSCO)

The Local Government and Social Care Ombudsman or LGSCO is an independent organisation which investigates complaints about local authorities and certain other organisations. It can investigate some complaints concerning SEN provision and local authority processes, although it cannot generally replace or overturn decisions which fall within the jurisdiction of the SEND Tribunal.

M

Moderate learning difficulties (MLD)

Moderate learning difficulties or MLD describes a range of learning difficulties which may affect a child’s ability to acquire and apply academic skills. Children with MLD may require additional or different educational provision.

O

Office of the Independent Adjudicator (OIA)

The Office of the Independent Adjudicator for Higher Education or OIA is an independent body which deals with complaints about higher education providers in England and Wales. Its role is distinct from that of the SEND Tribunal.

Obsessive compulsive disorder (OCD)

Obsessive compulsive disorder or OCD is a mental health condition involving unwanted intrusive thoughts and repetitive behaviours or mental acts. OCD can affect a child’s ability to access education and may result in special educational needs.

Oppositional defiant disorder (ODD)

Oppositional defiant disorder or ODD is a behavioural condition involving a persistent pattern of angry, irritable or defiant behaviour. Where a child has ODD or associated difficulties, they may require additional support in education.

Occupational therapist (OT)

An occupational therapist or OT is a healthcare professional who assesses and supports people experiencing difficulties with everyday activities. Occupational therapists may contribute to assessments and recommendations concerning a child’s sensory, physical or functional needs in education.

P

Picture Exchange Communication System (PECS)

The Picture Exchange Communication System or PECS is a structured approach to communication using pictures and other visual symbols. It may be used to support children and young people who have difficulties with spoken communication.

Personal Education Plan (PEP)

A Personal Education Plan or PEP forms part of the care planning process for children who are looked after by a local authority. It records information about the child’s education, progress and support needs.

Pathological Demand Avoidance (PDA)

Pathological Demand Avoidance or PDA is a term sometimes used to describe a profile characterised by an extreme avoidance of everyday demands. The term is not a standalone diagnosis recognised in current diagnostic classifications and is often discussed in the context of autism.

Pupil Referral Unit (PRU)

A Pupil Referral Unit or PRU is a type of education setting established by a local authority for children and young people who cannot appropriately attend a mainstream or other school. PRUs may support pupils who have been excluded, are unable to attend school for particular reasons or require alternative provision.

Physiotherapist (PT)

A physiotherapist or PT is a healthcare professional who assesses and supports physical movement and function. Physiotherapy may form part of the support provided to children and young people whose physical needs affect their ability to access education.

S

Special educational needs (SEN)

Special educational needs or SEN arise where a child or young person has a learning difficulty or disability which calls for special educational provision. SEN can affect children and young people across a wide range of conditions, difficulties and educational needs.

Special educational needs coordinator (SENCO)

A special educational needs coordinator or SENCO is the member of staff responsible for coordinating SEN provision within a school or other education setting. SENCOs work with families, teachers and external professionals to identify needs and arrange appropriate support.

Special educational needs and disability (SEND)

Special educational needs and disability or SEND refers collectively to special educational needs and disabilities affecting children and young people. The term is commonly used when discussing the wider system of education, health and social care support.

SEND Tribunal

The SEND Tribunal is the common name for the First-tier Tribunal (Special Educational Needs and Disability). It hears certain appeals concerning local authority decisions about children and young people with special educational needs and disabilities.

Speech and language therapist (SLT)

A speech and language therapist or SLT assesses and supports children and young people with difficulties affecting speech, language, communication and, where relevant, eating and swallowing. SLTs may provide advice and recommendations about support required in education.

T

Treatment and Education of Autistic and related Communication Handicapped Children (TEACCH)

TEACCH is an approach to supporting autistic people which places emphasis on structured teaching, visual supports and adapting environments to promote learning and independence.

U

Upper Tribunal (UT)

The Upper Tribunal or UT hears appeals on points of law from decisions of certain lower tribunals, including the First-tier Tribunal. In SEN cases, an appeal from the SEND Tribunal generally requires permission to appeal and must involve an arguable error of law.

V

Visual impairment (VI)

Visual impairment or VI describes a range of conditions affecting sight. A visual impairment may result in special educational needs and may require specialist teaching, equipment, adaptations or other support to enable a child or young person to access education.

W

Wechsler Individual Achievement Test (WIAT)

The Wechsler Individual Achievement Test or WIAT is a standardised assessment of academic attainment. It can assess areas such as reading, writing and mathematics and may help professionals understand a child’s educational strengths and difficulties.

Wechsler Preschool and Primary Scale of Intelligence (WPPSI)

The Wechsler Preschool and Primary Scale of Intelligence or WPPSI is an individually administered assessment of cognitive ability designed for young children. It may form part of a wider assessment of a child’s developmental and educational needs.

Wechsler Intelligence Scale for Children (WISC)

The Wechsler Intelligence Scale for Children or WISC is a standardised assessment of cognitive ability for children and young people. It can provide information about cognitive strengths and weaknesses and may contribute to an assessment of learning and educational needs.