AAC - Augmentative and Alternative Communication
AAC refers to various methods used to help people who have difficulties with verbal speech. These methods can range from simple tools like picture cards to more advanced technology like speech-generating devices. AAC is essential for individuals with speech challenges, enabling them to communicate effectively. It’s commonly used by people with conditions such as autism, cerebral palsy, or after a stroke, improving both communication and quality of life.
ADHD - Attention Deficit Hyperactivity Disorder
ADHD is a condition affecting a person’s ability to focus, manage impulses, and control energy levels. Individuals with ADHD may have trouble staying on task, completing projects, or sitting still for long periods. It can affect both children and adults, leading to challenges in school, work, or daily routines. Treatment often includes medication, behavioural therapy, and support strategies to help manage symptoms and improve functioning.
ASD - Autism Spectrum Disorder
ASD refers to a range of developmental conditions that affect social interaction, communication, and behaviour. Individuals with ASD may experience difficulties in understanding social cues, forming relationships, or expressing emotions. The "spectrum" aspect means symptoms can vary widely between individuals, with some needing more support than others. Early intervention, specialised education, and therapies like speech and occupational therapy can greatly improve outcomes.
BSL - British Sign Language
BSL (British Sign Language) is the official sign language used by the Deaf community in the UK. It uses a combination of hand signs, facial expressions, and body language to communicate. BSL has its own grammar and structure, different from spoken English, making it a complete and independent language. It is often used by individuals who are Deaf or have hearing impairments, and it plays a crucial role in enabling effective communication for those who rely on visual language.
Cerebral Palsy
Cerebral Palsy is a group of disorders that affect movement and muscle coordination. Caused by damage to the developing brain, often before birth, CP can result in a variety of physical challenges, such as stiff or weak muscles, difficulty walking, and poor coordination. While the severity varies, therapies like physical, occupational, and speech therapy help individuals with CP improve motor skills and quality of life.
DBS - Disclosure Barring Service
DBS checks are conducted to ensure that individuals working with vulnerable groups, such as children or adults with disabilities, are suitable for these roles. A DBS check reveals any criminal history, helping to protect schools and other organisations from hiring individuals who may pose a risk.
DDA - Disability Discrimination Act
The DDA is a UK law aimed at protecting the rights of people with disabilities. It ensures that individuals are not discriminated against in areas such as employment, education, or access to services, ensuring equal opportunities for those with disabilities.
DfE - Department for Education
The DfE is a UK government department responsible for children's services and education. It sets national policy and standards for schools, childcare, and teaching in England. The DfE also oversees support for children with SEND and ensures high-quality education is available to all students.
Dyspraxia
Dyspraxia is a developmental coordination disorder that affects movement and coordination. People with dyspraxia may find tasks such as writing, tying shoelaces, or playing sports challenging. It can also affect planning and organising movements, making everyday tasks more difficult. Although dyspraxia does not impact intelligence, therapy like occupational or physical therapy can help improve motor skills and increase independence.
Dyslexia
Dyslexia is a learning difficulty that primarily affects reading and spelling skills. Individuals with dyslexia often struggle with recognising letters and sounds, making it hard to decode words or read fluently. However, dyslexia does not affect intelligence. With the right teaching methods, such as phonics-based instruction and extra reading support, those with dyslexia can develop strong literacy skills and thrive academically.
EAL - English as an Additional Language
EAL refers to children whose first language is not English. These students may need extra support to develop their English language skills to access the curriculum and communicate effectively in the school environment. Schools offer tailored support to help them integrate and achieve academic success.
EHCP - Education, Health, and Care Plan
An EHCP is a legally binding document in the UK designed for children and young people with special educational needs or disabilities (SEND). It outlines the child’s educational, health, and care requirements, specifying the support they need in school to meet their goals. The EHCP is reviewed annually to ensure it continues to meet the individual’s evolving needs.
Educational Psychologist
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Educational psychologist assesses children and young people who are experiencing difficulties in school. They work to understand learning barriers, behavioural issues, or emotional difficulties, providing recommendations to teachers, parents, and students on the best strategies for support. Their input is crucial in tailoring educational plans, especially for students with SEND.
HI - Hearing Impairment
HI refers to partial or complete loss of hearing, which can affect communication and learning. Individuals with hearing impairments may use hearing aids, cochlear implants, or rely on lip-reading or sign language to communicate. Early intervention and the use of assistive technologies can significantly improve educational and social outcomes for those with hearing loss.
HLTA - Higher Level Teaching Assistant
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HLTA is a teaching assistant with additional qualifications and responsibilities. They often support teachers by leading small group sessions, covering classes, or working one-on-one with students who need extra help. HLTAs play a key role in helping children progress academically while offering extra support for children with special needs.
Makaton
Makaton is a communication system that uses signs, symbols, and speech to help individuals with communication difficulties express themselves. It is commonly used by children and adults with SEND, such as those with autism or learning disabilities. Makaton supports spoken language, helping users understand and be understood through a combination of gestures and visual aids. It can be used alongside speech and is particularly effective in developing language and social communication skills.
MLD - Moderate Learning Difficulty
MLD describes individuals who find learning tasks more difficult than their peers but do not have a specific learning disorder. MLD can affect literacy, numeracy, and the ability to process information, leading to slower progress in school. With tailored teaching approaches and extra support, children with MLD can improve their academic performance and overall learning experience.
OT - Occupational Therapy
Occupational Therapy focuses on helping individuals of all ages improve their ability to perform daily tasks. For children with SEND, an occupational therapist may work on developing fine motor skills, like writing or using utensils, and provide strategies for better organisation and sensory processing. Occupational therapy helps individuals build independence and improve their quality of life.
PECS - Picture Exchange Communication System
PECS is a form of AAC that uses picture cards to help non-verbal individuals communicate. By exchanging a picture for a desired object or action, the individual learns to make requests and interact with others. PECS is commonly used with children on the autism spectrum and can improve communication and reduce frustration.
PMLD - Profound and Multiple Learning Disabilities
PMLD refers to individuals who have severe cognitive impairments along with physical disabilities. Those with PMLD may struggle with mobility, communication, and personal care, often requiring significant support in daily life. Specialised teaching strategies and therapies can help improve their learning and quality of life.
PRU - Pupil Referral Unit
A PRU is a type of school in the UK that provides education for children who cannot attend mainstream school. This may be due to behavioural issues, illness, or exclusion. PRUs offer smaller class sizes and more personalised learning approaches to help children improve their behaviour and catch up on education before returning to mainstream school or continuing their education in other settings.
SaLT/SLT - Speech and Language Therapy/Therapist
Speech and Language Therapy (SLT/SALT) supports children and adults who have difficulties with communication, speech, understanding language, social interaction, or swallowing.
The role of a
Speech and Language Therapist (SLT) is to assess, diagnose, and provide treatments or strategies to improve these skills, helping individuals communicate more effectively and engage in daily life. SLT is especially important for individuals with SEND, as it addresses challenges like speech clarity, social communication, and using Augmentative and Alternative Communication (AAC).
Early intervention can significantly improve a child’s ability to participate in school and social activities.
SEMH - Social, Emotional, and Mental Health
SEMH needs refer to challenges with behaviour, emotional regulation, or mental health that affect learning and development. Children with SEMH needs may experience anxiety, depression, or behavioural difficulties, which can impact their ability to engage in school. Support from teachers, mental health professionals, and behaviour specialists can help manage these difficulties and foster positive outcomes.
SEN/SEND - Special Educational Needs/Special Educational Needs and Disabilities
SEN refers to children who need extra support to access learning due to physical, learning, or emotional difficulties. SEND includes disabilities in addition to learning needs, and schools provide tailored educational plans and interventions to help children with SEND achieve their potential.
SENCO - Special Educational Needs Coordinator
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SENCO is a teacher responsible for overseeing and coordinating the support for children with special educational needs within a school. The SENCO works with teachers, parents, and external agencies to create plans, monitor progress, and ensure that children receive the right support to meet their educational goals.
SLD - Severe Learning Difficulties
SLD refers to children who have significant difficulties in learning across all areas, requiring specialised teaching approaches. SLD affects intellectual abilities, making it hard to understand concepts, retain information, or develop life skills. With the right support and a personalised curriculum, individuals with SLD can make progress in education and develop independence.
Special Educational Provision
Special educational provision refers to the support and interventions provided to children with special educational needs (SEN/SEND) that go beyond what is typically available in mainstream education. This can include tailored teaching methods, specialised equipment, or additional adult support, ensuring that the child has the help needed to access education and progress.
Special School
A special school is a school designed specifically for children with special educational needs and disabilities (SEND).
These schools cater to a wide range of needs, including physical disabilities, learning difficulties, and behavioural challenges. Special schools provide tailored education, therapies, and support to help children achieve their potential in an environment that meets their specific requirements.
Statement of Special Educational Needs
A Statement of Special Educational Needs (often referred to simply as a "Statement") was a legal document in the UK that outlined the specific support a child with SEN was entitled to receive in school. It has since been replaced by the Education, Health, and Care Plan (EHCP) in England, which covers broader aspects of a child's educational, health, and care needs.
ToD - Teacher of the Deaf
A Teacher of the Deaf (ToD) is a specialist teacher who supports children and young people with hearing impairments. They work in various settings, including mainstream schools, special schools, and homes, providing tailored educational strategies to help students overcome communication barriers and access the curriculum.
ToDs also advise school staff, parents, and carers on how to best support the child’s learning and development.
TA - Teaching Assistant
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SEND Teaching Assistant (TA) is a staff member who supports teachers in the classroom, helping with various tasks such as working with small groups or one-on-one with students. TAs play a key role in assisting children with special educational needs by providing additional support and ensuring that every student can participate fully in lessons.
Transition Planning
Transition planning is the process of preparing children and young people with special educational needs for the next stage of their life, such as moving from school to further education, employment, or independent living. It involves setting goals and creating a structured plan that helps them gain the skills, support, and confidence needed to succeed in adulthood.
VI - Visual Impairment
Visual impairment refers to a significant loss of vision that affects a person's ability to perform everyday tasks. It ranges from partial sight to complete blindness. People with visual impairments may use tools like Braille, large print books, or assistive technology to help them access information and navigate their environment. Early support is crucial for helping visually impaired children succeed in school and daily life.
