A passing phase or a special need?

Does my child have a special need or are the difficulties they seem to have part and parcel of 'normal childhood'?

....they may be considered naughty, a fidget, a daydreamer - symptoms of everyday childhood, but  also ones that can conceal underlying special needs. Some develop coping strategies...

You don't need a formal diagnosis to request help for your child. If you suspect your child has a 'learning difference' or difficulty, or you're just worried, seek advice. So, what constitutes a special educational need (SEN)?

Defining children with special educational needs

Children with special educational needs are defined as those who have learning difficulties or disabilities that make it harder for them to learn than most children of the same age. These can be social, emotional, intellectual, behavioural, physical, sensory or a mixture of some or all.

What problems might a child with special educational needs have?

We have come across cases where severe dyslexia has been diagnosed in mid A level when the adaptability finally ran out.

Bright but undiagnosed severe dyslexics have even made it to Oxbridge. Others may have, for example, a hearing loss that has not been identified and they may be considered naughty, a fidget, a daydreamer - symptoms of everyday childhood, but also ones that can conceal underlying special needs. Parents know their children well - so don't feel, just because nobody else has said anything, that 'it's just you'.

Tell-tale signs of special educational needs

 Difficulties may occur with:

• all school work
• specific areas of school work such as reading, writing, numeracy, understanding or processing information
• self-expression or expressing and understanding what others are saying
• listening or paying attention
• establishing relationships, making friends or relating to adults
• behaving appropriately in or out of school
• personal organisation
• motor skills: may be impaired or slow
• sensory or physical needs
• a combination of any of the above.

Twenty per cent?

Many think the number of children with SEN is higher than 20 per cent - indeed it seems to be getting harder to find a family not touched in some way by special needs. Why? Better recognition, detection and diagnosis of...

 SENCo involvement - what does it mean for your child?

'There were indeed extenuating circumstances, but this did not appease an irate mother who had to listen to the staff's uninformed opinions on her daughter's abilities!'

A SENCo or special educational needs co-ordinator is the person who will advise you of how the school can/will meet your child's additional requirements. 

They play a pivotal role in coordinating the help and support a child needs - we explain how.

When to consult a SENCo

If you have a child with special needs, whether the merest niggle of a speech problem or more grave and inhibiting difficulties, consider any visit to a school incomplete without a chat to the head (find out what they really feel about SEN, rather than what they have to say in order to stay within the confines of the law) and a meeting with the SENCo. If your child's needs amount to more than a minor concern, the SENCo may well be the person you spend copious amounts of time phoning, chasing, talking to... Any SENCo worth their salt will at the very least have an empathetic ear and a man-sized box of tissues.

What does a SENCo actually do?

A really good SENCo will listen to others, especially parents!

In a nutshell most try hard to ensure a child with SEN has their needs met as fully as possible. As with all, there are the good, the bad and the ugly, but fortunately (in our experience) the vast majority of SENCos fall into the first category. However, the reality of budgetary and other constraints can make life hard for both you and them.

Once your child is placed in a school they may be assigned help from someone other than the SENCo. However, the SENCo will still be involved and should have a good understanding of a child's needs and requirements. The SENCo takes responsibility for what should be the effective operation and implementation of the school's SEN policy. This is done by identifying, assessing, planning for, monitoring, managing and supporting SEN.

In English state schools a SENCo will ensure all staff follow the code of practice. They will ensure that regular observations of children with SEN take place and are acted on. This may involve the development of support programmes to meet needs and break down barriers to learning. For some children an individual education plan (IEP) or individual learning programme (ILP) will be deemed appropriate. These should be monitored and reviewed regularly.

Records of all children with SEN should be kept up to date with relevant background information added.A child does not need to have a statement or record of need to be supported by the SENCo.

In English state schools it is likely a child in need of SEN support will be placed on School Action or School Action Plus .

Competent SENCos consult and liaise with staff, parents and carers, external agencies and appropriate professionals and voluntary bodies to ensure support is co-ordinated and targeted a...