Area of Special Educational Need

Relating to difficulties with:

Communication and Interaction

Children may have a delay or disorder in one or more of the following:

Attention/Interaction skills: may have difficulties ignoring distractions. Need reminders to keep attention.  May need regular prompts to stay on task.  May need individualised motivation in order to complete tasks.  Difficulty attending in whole class. Interaction will not always be appropriate.  May have peer relationship difficulties.  May not be able to initiate or maintain a conversation.

Understanding/Receptive language: may need visual support to understand or process spoken language.  Repetition and basic language may need to be used to aid their understanding.

Speech/expressive language: may use simplified language and limited vocabulary.  Ideas/conversations may be difficult to follow, with the need to request frequent clarification. Some immaturities in the speech sound system.  Grammar/phonological awareness may be poor and therefore literacy skills affected.

Cognition & Learning

May have difficulties with the skills needed for effective learning such as use of:

• Language, memory and reasoning skills
• Sequencing and organisational skills
• An understanding of number
• Problem-solving and concept development skills
• Fine and gross motor skills
• Independent learning skills
• Exercising choice
• Decision making
• Information processing

Children may have a specific learning disability such as dyslexia, dyscalculia, dyspraxia or dysgraphia.

Social, Emotional and Mental Health 

May have difficulties with social, emotional  and mental health development which may lead to or stem from:

• Social isolation
• Behavioural difficulties
• Attention difficulties
• Anxiety and depression
• Attachment disorders
• Low self esteem
• Issues with self image

Sensory and/or Physical

These pupils may have a medical or genetic condition that could lead to difficulties with:

• Specific medical conditions
• Gross/fine motor skills
• Visual/hearing impairment
• Accessing the curriculum without adaptation
• Physically accessing the building/equipment
• Over sensitivity to noise/smell/light/touch/taste
• Toileting/self-care.