Special Educational Needs and Disability SEND Advice on SEND support for your child
The SEND (Special Educational Needs and Disabilities) program is a legal framework established in 2014 under the Children and Families Act, providing support for children and young people with special needs and disabilities. Its goal is to help these individuals reach their potential and engage fully in society, requiring local authorities and educational institutions to offer support and accommodations. SEND rights include access to an appropriate education, inclusion in mainstream settings, and consideration of their opinions. All educational settings must make reasonable adjustments to meet children's needs. Parents have rights to request an EHCP (Educational Health and Care Plan) assessment, have their views considered, and appeal educational decisions.
Educational Setting Identification/Recognition of Needs.
The SEND system is focused on the needs of the pupil and does not necessitate a formal diagnosis. An SEND refers to a person who has either a Special Educational Need (SEN) or a disability. Special Educational Needs can include:
“A child of compulsory school age or a young person has a learning difficulty or disability [SEN] if he or she:
has a significantly greater difficulty in learning than the majority of others of the same age, or
has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions”
The code of practice gives further clarification:
“Many children and young people who have SEN may have a disability under the Equality Act 2010 – that is ‘…a physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day
activities’. This definition provides a relatively low threshold and includes more children than many realise: ‘long-term’ is defined as ‘a year or more’ and ‘substantial’ is defined as ‘more than minor or trivial’”
ADHD, or Attention Deficit Hyperactivity Disorder, is a formally recognised disability that significantly affects individuals' ability to focus, manage impulses, and effectively engage in learning activities. When a diagnosis is made, it mandates that the school automatically includes the pupil in their Special Educational Needs and Disabilities (SEND) register specifically under the category of Disability. It is essential to understand that a pupil does not need to be failing academically or experiencing severe difficulties to qualify for SEND support. If the pupil's Special Educational Need or Disability prevents them from reaching their full potential in an educational setting, then the school has a clear obligation to take appropriate actions and provide necessary support. According to the established code of practice:
“All children and young people are entitled to an appropriate education, one that is appropriate to their needs, promotes high standards and the fulfilment of potential. This should enable them to:
achieve their best
become confident individuals living fulfilling lives, and
make a successful transition into adulthood, whether into employment, further or higher education or training.”
How a formal diagnosis can help.
Assists in a school in refining and specifying the support put in place.
Helps a school who are not acknowledging a need acknowledge it.
Requires a school to add a pupil to the SEND register.
Meeting SEND Needs
Schools address SEND needs through these steps:
Identification: Recognizing pupils with SEND via discussions with parents, teacher assessments, and input from external professionals.
Assessment: Evaluating identified pupils’ needs and barriers to learning, often involving external assessments and gathering information from various stakeholders.
Planning: Creating a support plan based on assessments, including curriculum adjustments, additional support, or specialized equipment.
Implementation: Executing the plan with regular reviews to ensure it adequately meets the pupil’s needs, involving collaboration with parents and professionals.
Review: Continuously assessing the plan’s effectiveness, making adjustments as needed, and monitoring progress.
Additionally, schools must make reasonable adjustments to ensure pupils with SEND are not disadvantaged compared to their peers, which may involve physical changes to the building or modifications in teaching methods.
If the SEND provision is insufficient, the Educational Health and Care Plan (EHCP) serves as the designated process to address situations where the current support is not yielding the desired outcomes for the child. This process is initiated when additional support and resources are necessary. It is essential that all avenues of the SEND provision are fully utilized prior to beginning the EHCP process, which is designed to provide further assistance beyond the limits of existing provisions.
Useful links:
2014 Children and Families act
SEND Code of Practice: 0 to 25 years (Statutory Guidance)
Legal Resources
Mind, ‘Disability Discrimination’
ACAS, ‘What disability means by law: Definition of disability’ [Includes a section on ‘Neurodiversity including ADHD, autism, dyslexia and dyspraxia’]
Autism in Girls: Understanding the Gender Differences and Unique Challenges
Autism Spectrum Disorder (ASD) is a developmental condition that affects how individuals interact with others, communicate, and experience the world around them. Traditionally, autism has been diagnosed more frequently in boys than in girls, leading to the misconception that autism is a predominantly male disorder. However, increasing research and awareness have shed light on how autism manifests differently in girls, revealing unique challenges in diagnosis, social interaction, and support. This essay will explore the key features of autism in girls, the reasons for gender differences in diagnosis, and the importance of tailored support to ensure that girls with autism receive the appropriate care and attention they need.
Diagnostic Differences: Underdiagnosis in Girls
One of the most significant issues related to autism in girls is the underdiagnosis or late diagnosis. The criteria for diagnosing autism have historically been based on male-dominated research, which often focuses on behaviors more commonly observed in boys, such as hyperactivity, aggressive behaviors, and a tendency to display repetitive or extreme interests. These criteria, though useful, do not fully capture the ways in which autism can present in girls.
Girls with autism are often better at masking or camouflaging their symptoms compared to boys. Masking refers to the conscious or unconscious effort to hide or suppress behaviors associated with autism in order to fit in with peers. Girls may learn to imitate social behaviors, such as making eye contact or engaging in small talk, to appear neurotypical. This ability to camouflage symptoms means that girls may not show the same outward signs of autism, leading to a delayed or missed diagnosis. Consequently, girls may go undiagnosed or misdiagnosed with other conditions, such as anxiety or attention deficit hyperactivity disorder (ADHD), which can complicate the support and interventions they receive.
Social Communication and Interaction
Autism is primarily characterized by difficulties in social communication and interaction. While boys with autism may demonstrate more overt social challenges, girls tend to face more subtle issues. Girls with autism may struggle with forming friendships or understanding social cues, but their difficulties may not be as obvious. They might engage in social interactions that seem typical on the surface but are lacking in deeper social understanding. For example, a girl with autism might engage in parallel play (playing alongside others without interacting) or imitate the actions of peers without truly understanding the social dynamics at play.
Girls with autism may also exhibit an intense desire for social connection, which contrasts with the stereotypical view of autistic individuals as preferring solitude. However, this desire often results in frustration or anxiety when they fail to form close friendships. Their social difficulties may be further compounded by the societal expectation for girls to be more socially adept and emotionally expressive, making their challenges even harder to navigate. Many girls with autism feel pressured to conform to social norms, leading to increased stress and anxiety as they struggle to meet expectations that do not align with their neurodevelopmental profile.
Restricted and Repetitive Behaviors and Interests
Another core feature of autism is the presence of restricted, repetitive behaviors and intense interests. While boys with autism may display more noticeable repetitive behaviors, such as hand-flapping or lining up objects, girls may exhibit these behaviors in more subtle ways. For example, a girl with autism may become fixated on specific topics, such as animals, literature, or a particular TV show, and engage in repetitive behaviors such as organizing or categorizing objects related to her interests. These behaviors may not be immediately recognized as signs of autism, particularly if the interests align with those considered typical for girls.
In addition, girls with autism may show a preference for solitary or structured activities, such as reading, drawing, or organizing, rather than the more overt repetitive behaviors often associated with autism. However, these intense interests may still interfere with their ability to engage in more flexible, spontaneous play or social interactions. The rigidity in interests and routines can create difficulties in adapting to new situations, which may be particularly challenging in school or social environments that require flexibility and adaptability.
Emotional Regulation and Co-occurring Conditions
Girls with autism often experience heightened levels of anxiety, depression, and emotional dysregulation. This is partly due to the social pressures they face, as well as the difficulties they encounter in processing and expressing their emotions. Girls may struggle with self-esteem and body image issues, particularly if they feel misunderstood or alienated by their peers. The combination of social challenges, sensory sensitivities, and the constant effort to mask their symptoms can lead to increased stress, anxiety, and emotional outbursts.
Additionally, girls with autism are more likely than boys to have co-occurring conditions such as anxiety disorders, depression, and eating disorders. These conditions may further complicate the diagnosis and treatment of autism in girls, as symptoms of anxiety or depression might overshadow the underlying autism. It is crucial for clinicians to consider the possibility of these co-occurring conditions when diagnosing and treating girls with autism to ensure that all aspects of their mental health are addressed.
The Importance of Tailored Support
Given the unique ways in which autism presents in girls, it is essential that support and interventions be tailored to their specific needs. Early diagnosis and intervention can greatly improve the outcomes for girls with autism, but this requires a shift in diagnostic criteria and clinical practice that takes into account the gender differences in how autism manifests. Clinicians must be trained to recognize the subtler signs of autism in girls and to consider how social pressures and masking behaviors might affect their presentation.
Educational settings must also adapt to the needs of girls with autism by providing individualized accommodations and support. Social skills training, emotional regulation strategies, and cognitive-behavioral therapy (CBT) can be helpful in addressing social challenges and emotional difficulties. Additionally, creating a supportive environment where girls feel safe to express their authentic selves without fear of judgment or social exclusion is essential.