Areas Of Special Educational Need
Special Needs Code of Practice 2014
Areas of Special Educational Need
Special educational needs can range from a mild and temporary learning difficulty in one particular area of the curriculum, to severe, complex and permanent difficulties that will always affect the pupil’s learning. It is a continuum of need, so there has to be a continuum of provision to meet it.
There are four main areas of special need and disability identified in the code of practice:
1. Communication and interaction difficulties
2. Cognition and learning needs
3. Social, emotional and mental health difficulties
4. Sensory and/or physical needs
Communication and interaction difficulties
Some children have difficulty with communication: understanding what is said or being unable to express themselves.
Children and young people with speech, language and communication needs (SLCN) have difficulty in communicating with others.
Children and young people with Autistic Spectrum Disorder (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 needs
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, 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 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These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour.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.
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.
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 rehabilitation support. Children and young people with an MSI may have a combination of vision and hearing difficulties.
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.
Areas of Special Educational Need
Special educational needs can range from a mild and temporary learning difficulty in one particular area of the curriculum, to severe, complex and permanent difficulties that will always affect the pupil’s learning. It is a continuum of need, so there has to be a continuum of provision to meet it.
There are four main areas of special need and disability identified in the code of practice:
1. Communication and interaction difficulties
2. Cognition and learning needs
3. Social, emotional and mental health difficulties
4. Sensory and/or physical needs
Communication and interaction difficulties
Some children have difficulty with communication: understanding what is said or being unable to express themselves.
Children and young people with speech, language and communication needs (SLCN) have difficulty in communicating with others.
Children and young people with Autistic Spectrum Disorder (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 needs
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, 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 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.
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.
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 rehabilitation support. Children and young people with an MSI may have a combination of vision and hearing difficulties.
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.