What are 'Special Educational Needs and Disabilities'?

In this webcast, we will look at the legal definitions of ‘special educational needs’ and ‘disability’ which are currently used nationally. Each of these terms is used with its legal definition in the webcast ‘Key documents’ and throughout this series of webcasts, mini guides and training materials. 

When thinking about and discussing the language used to describe the needs of individual children it is important to be cautious and sensitive to the understanding and interpretation that parents and their families have of these specific terms. Language and terminology have changed over time and it is important not to assume that there is a shared understanding of the terms with which we may be familiar in our day to day practice.  The language and terms which are considered appropriate have evolved as there has been increased awareness of the range of ways in which differences in educational needs are identified and responded to.

Some questions/ideas to think about while you listen/read:

• What do you understand now by the term ‘SEN’?
• Find out if there are any children in your setting with SEN, and what their needs are.
• What is a ‘disability’?
• Find out if there are any children in your setting with a disability, and what their needs are.

As we are aware, young children’s development in the early years can look very different to that of other children of a similar age as there are multiple factors which may be influencing each child’s development.  The EYFS (2017) reminds us that ‘children develop and learn in different ways and at different rates’.

The Code of Practice also reminds us that ’A delay in learning and development in the early years may or may not indicate that a child has SEN, that is, that they have a learning difficulty or disability that calls for special educational provision’ (Para 5.29). It is therefore important to understand the process of identifying and meeting needs early. When we are not sure what this involves we should refer to the setting SENCO, or the relevant person if you don’t have a SENCo.

We must also be aware that the SEND Code of Practice (2015) states that ‘All those who work with young children should be alert to emerging difficulties and respond early. In particular, parents know their children best and it is important that all practitioners listen and understand when parents express concerns about their child’s development. They should also listen to and address any concerns raised by children themselves’ (Para 5.5).