The SEND Code of Practice (2015) identifies four broad areas of special educational need. These areas describe the range of needs that may impact a child or young person’s learning and development.

Communication and Interaction

Children may experience difficulties in communication and social interaction, including challenges with attention, interaction and language. This may include difficulty maintaining attention, ignoring distractions, or remaining on task without prompts or support. Some pupils may find whole-class learning challenging, struggle to initiate or sustain conversations, or experience difficulties forming and maintaining peer relationships. Pupils may also require visual supports, repetition, or alternative communication systems to help them understand and process spoken language. Expressive language difficulties may include the use of simplified vocabulary, unclear speech, or challenges with grammar and phonological awareness, which may in turn affect literacy development.

Cognition and Learning

Children may have difficulties with the skills required for effective learning. These may include challenges with language, memory, reasoning, sequencing, organisation, problem-solving and concept development. Pupils may also experience difficulties with numeracy, information processing, fine and gross motor skills, and developing independent learning skills, such as decision-making and exercising choice. Some children may have specific learning difficulties such as dyslexia, dyscalculia, dyspraxia or dysgraphia.

Social, Mental and Emotional Health

Some pupils may experience social, emotional or mental health difficulties that affect their ability to learn. These difficulties may manifest as behavioural challenges, social withdrawal or isolation, attention difficulties (including ADHD), anxiety, depression, attachment difficulties, low self-esteem or issues related to self-image.

Sensory and/or Physical Needs

Children may have sensory or physical needs arising from medical, genetic or physical conditions. These may include difficulties with fine or gross motor skills, visual or hearing impairments, sensory sensitivities (such as sensitivity to noise, light, touch, smell or taste), or challenges accessing the curriculum without appropriate adaptation. Some pupils may also require support with physical access to buildings or equipment, as well as with personal care, including toileting or self-care.