Special Educational Needs and Disabilities (SEND)
On this page, you’ll learn more about SEND and special educational needs and disabilities within a school setting. You will find additional resources to help you, and your school support the best outcomes for any children or young people with SEND.
What is SEND?
SEND is an abbreviation of ‘Special Educational Needs and Disabilities'. A child or young person of compulsory school age could have SEND if they have learning difficulties or a disability that affects their ability to learn.
What is SEND in education?
SEND in education refers to any child or young person with Special Educational Needs and Disabilities.
This can be classified into four areas:
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Cognition and learning
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Social, emotional and mental health
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Communication and interaction
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Physical and sensory
If a child has Special Educational Needs and Disabilities, they may face significantly greater difficulty in learning and need reasonable adjustments, if they are disabled, or additional education provisions if they have a medical condition.
All teachers are responsible for supporting SEND within the classroom, they can do this by providing special education provision, which can be tailored to a child's needs, such as individual learning plans, which could be for a short time or the entirety of their school life.
In schools, children may be put onto the SEN register which allows schools to make a record of the children identified with SEND and highlight what support they may need. If they need additional support on top of this, an Education, Health and Care Plan (ECHP) can be requested.
What key legislation should I follow?
The specific guidance you must follow will depend on where you are in the United Kingdom. To help, we've outlined the different guidance available within the UK.
In England, the SEND Code of Practice is statutory guidance from the government to local authorities, schools and colleges for all those with special educational needs as recognised under the Children and Families Act 2014.
In Scotland, they refer to the statutory guidance Getting It Right For Every Child (GIREFC) and The Children and Young People (Scotland) Act 2014. Find the guidance here.
In Wales, they follow the Special Educational Needs Code of Practice for Wales.
In Northern Ireland, they follow the ‘Special educational needs: code of practice’ or SEN Code of Practice. Following the legislation; The Education Order (Northern Ireland) 1996, The Special Educational Needs and Disability (SEND) Act (2016), The Special Educational Needs and Disability Order (SENDO) (NI) 2005 and The SEN Regulations (Northern Ireland) 2005.
FAQs
SEND stands for Special Educational Needs and Disabilities. Any children or young persons aged 0-25 years may have this if they have learning difficulties or a disability that affects their ability to learn. This could be for a short term or long term, depending on the complexity of the individual child or young person's needs. Typically, the class teacher or Special Educational Needs Co-ordinators (SENCO’s) will decide if special educational provisions are required if they feel a child or young person would benefit from this additional support.
This is the support that is given from early years up to higher education to any child or young person with SEND or special educational needs (SEN). This can be given in nurseries, schools or other education settings and it is usually provided by teachers, SENCOs, or support staff.
Schools are required by law to provide support to any child that may need SEND requirements. If they have identified a child requiring this support, they must contact the child's parents. If a child is on the SEN register, parents should already be aware. However, some children can be put on and taken off the SEN register depending on their progress throughout the year.
An Education, Health and Care plan (EHCP) is a document created for extra health and education support for any child or young person (0-25 years) with special educational needs and disabilities. They are produced by local authorities with the aim to bring together education health and care teams to support the best outcomes for those with SEN. This can be provided for any age in mainstream schools or for any age in special state funded schools.
For more information on EHCPs check out this Tes Magazine article: Everything you need to know about EHCPs
According to 2024 data from the Department for Education, the most common type of needs of pupils with an EHCP (Education, Health and Care Plan) are:
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an autistic spectrum disorder
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speech, language and communication needs
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social emotional and mental health needs
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moderate learning difficulty
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severe learning difficulty
To become a SEND teacher, there aren't currently specific postgraduate teacher training courses to prepare you for the job. However, there are different courses and experiences you can take depending on where in your career you currently are. Have a look at our How to become a SEND teacher blog, which has all the information you need.
Tes SEND blogs
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What is SEND and what does SEND in education mean?
Discover the essentials about Special Educational Needs and Disabilities (SEND), including what support is available to those with SEND, the support available to schools to help achieve the best outcomes for SEND pupils, and more.
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SEND: What UK educators could expect in the year ahead
What might education staff see this year in the world of SEND? We take a look ahead at some of the challenges educators may face, the best practices already happening in schools and offer some of our own support.
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Tips for effective SEND plans: Provision Map how-to
Evidence how you meet the needs of pupils with SEN and additional needs and measure the impact of provisions with our SEND management software, Provision Map.
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How to make paperwork easier for SENCOs
Discover how our SEND management information system, Provision Map, can support you to manage students with SEND and improve learning outcomes, while providing comprehensive evidence for inspections.
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Advice from Tes Magazine
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What every teacher needs to know about fidgeting
Teachers tend to see fidgeting as a problem, says Mark Roberts. But there’s evidence that, managed carefully, it can bring important cognitive benefits.
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SEND pressures become ‘top tier’ DfE risk
‘Very likely’ that demand continues to outstrip funding, making SEND system ‘unsustainable’, says DfE annual report.
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Three simple ways to reduce sensory overwhelm
All staff should be aware of sensory processing issues and how to mitigate these, says Sendco Leyla Gembell, and an informed approach can benefit all students.
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SEND: 6 ways to use iPads to improve accessibility
Digital lead Jonny Marrows offers six simple hacks to help students – from instant translation to dictating notes.
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8 SEND and EHCP data insights schools need to know
New data on special educational needs provision in schools has been released. Dan Worth picks out the key trends.
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The rise of ear defenders in schools: what teachers need to know
Why has there been an increase in the number of pupils using ear defenders in schools and is it a positive intervention? Zofia Niemtus investigates.
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How we can help
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Tes Provision Map
SEND management and provision mapping software for superhero SENCOs. Simple to use, Provision Map enables schools to map and manage SEND provision effectively and efficiently.
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Find educational resources for supporting SEND students
Discover the range of resources that have been hand-picked by the team at Tes from the author community. Find tried and tested resources, created for teachers by teachers.
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Find SEND jobs
Looking for the right SEND job for you? See our current jobs available to apply for today.
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