Special Educational Needs & Disabilities (SEND)

Course 09 – Special Educational Needs & Disabilities (SEND)

Introduction

Children attending Dagenham After School Club have different strengths, interests, personalities and ways of learning.

Some children may have Special Educational Needs and Disabilities (SEND).

Others may be awaiting assessment or require additional support without a formal diagnosis.

Every child deserves:

• respect;
• dignity;
• high expectations;
• appropriate support;
• equal opportunities.

Inclusive practice is everyone's responsibility—not just the SENDCo's.

Learning Outcomes

After completing this course you will be able to:

• explain what SEND means;
• understand the SEND Code of Practice;
• recognise common areas of need;
• support inclusive participation;
• work effectively with families and professionals;
• adapt activities appropriately;
• understand the graduated approach;
• contribute to positive outcomes for children with SEND.

What Does SEND Mean?

A child has Special Educational Needs if they require additional or different support to access learning or participate because of a learning difficulty or disability.

Some children require support for a short period.

Others may require ongoing support throughout childhood.

SEND includes a wide range of needs and abilities.

Every child is unique.

The Four Areas of Need

The SEND Code of Practice groups needs into four broad areas.

Many children experience needs across more than one area.

Support should always be personalised.

Why SEND Matters

Inclusive practice benefits everyone.

When barriers are removed:

• children become more confident;
• friendships develop;
• participation increases;
• independence grows;
• safeguarding is strengthened.

Supporting children with SEND is not about lowering expectations.

It is about providing the right support so that expectations remain high.

The SEND Code of Practice

The SEND Code of Practice (2015) provides statutory guidance for organisations supporting children and young people with Special Educational Needs and Disabilities.

It promotes a child-centred approach, ensuring that children and families are actively involved in decisions about support.

At DASC, the principles of the Code of Practice underpin our everyday practice.

The Principles of the Code

The SEND Code of Practice is based on several important principles.

Children should:

• achieve the best possible outcomes;
• have their views listened to;
• participate fully in activities;
• receive support matched to their individual needs;
• be prepared for greater independence.

Families should be recognised as partners in their child's development.

Child-Centred Practice

Child-centred practice means:

• listening to children's views;
• recognising their strengths;
• understanding their interests;
• involving them in decisions where appropriate;
• respecting their individuality.

Children are experts in their own experiences.

Adults should listen carefully to what children communicate, both verbally and non-verbally.

Working with Parents

Parents know their children better than anyone else.

Effective partnerships involve:

• regular communication;
• shared decision-making;
• mutual respect;
• honest conversations;
• celebrating progress together.

Parents should never feel excluded from decisions affecting their child.

The Graduated Approach

The SEND Code of Practice recommends a continuous cycle known as:

Assess → Plan → Do → Review

This process helps ensure that support remains effective.

Assess

Understand the child's strengths and needs.

Plan

Agree appropriate support and outcomes.

Do

Provide the agreed support consistently.

Review

Evaluate progress and adjust support if necessary.

The cycle should continue as the child's needs develop.

Early Identification

Early identification allows children to receive support before difficulties increase.

Possible indicators may include:

• delayed communication;
• difficulty interacting with peers;
• unusual sensory responses;
• persistent learning difficulties;
• significant emotional regulation challenges;
• physical access needs.

Early identification does not mean making a diagnosis.

It means recognising that additional support may be beneficial.

Observation

Observation is one of the most valuable professional skills.

Effective observations are:

• objective;
• factual;
• specific;
• regular;
• focused on strengths as well as needs.

Avoid making assumptions or medical conclusions.

Instead, describe what you see.

Working with Other Professionals

Children may receive support from professionals including:

• SENDCos;
• teachers;
• speech and language therapists;
• occupational therapists;
• physiotherapists;
• educational psychologists;
• paediatricians;
• social workers.

Sharing accurate information helps provide consistent support.

Confidentiality should always be maintained.

Practice Scenario – Emerging Needs

Practice Scenario – Reviewing Support

Manager Coaching Notes

Managers should ensure staff understand:

• the SEND Code of Practice;
• the graduated approach;
• effective observation;
• child-centred planning;
• partnership working;
• confidentiality.

Strong SEND practice depends upon continuous reflection and collaboration.

Understanding Different Types of SEND

Every child with SEND is unique.

Two children with the same diagnosis may have very different strengths, interests and support needs.

Staff should avoid making assumptions and instead focus on understanding each individual child.

Support should always be based on observed needs rather than labels.

Communication and Interaction

Some children experience difficulties with communication and social interaction.

Examples include children with:

• Autism Spectrum Condition (ASC);
• speech and language difficulties;
• social communication differences.

Children may:

• communicate differently;
• require additional processing time;
• prefer routines;
• find social situations challenging;
• interpret language literally.

Every child communicates in their own way.

Cognition and Learning

Some children learn differently or require additional support to understand and remember information.

Needs may include:

• dyslexia;
• moderate learning difficulties;
• developmental delay;
• difficulties with memory or processing.

Helpful strategies include:

• breaking instructions into small steps;
• using visual prompts;
• repeating information;
• allowing additional thinking time;
• providing practical demonstrations.

Children learn best when teaching matches their individual needs.

Social, Emotional and Mental Health (SEMH)

Some children experience challenges with emotional regulation, relationships or behaviour.

They may:

• become anxious;
• struggle with change;
• withdraw from activities;
• become easily frustrated;
• find transitions difficult.

Behaviour is a form of communication.

Adults should seek to understand what the behaviour may be telling them.

Sensory and Physical Needs

Some children may experience:

• hearing impairment;
• visual impairment;
• physical disabilities;
• sensory processing differences.

They may benefit from:

• adapted equipment;
• accessible environments;
• sensory breaks;
• alternative communication methods;
• adjustments to activities.

Removing barriers promotes independence.

Autism Spectrum Condition (ASC)

Autism is a lifelong neurodevelopmental difference.

Every autistic child is different.

Some children may:

• prefer predictable routines;
• experience sensory sensitivities;
• communicate differently;
• have highly focused interests;
• become anxious when routines change.

Many autistic children also have significant strengths, including:

• attention to detail;
• honesty;
• creativity;
• deep knowledge of favourite interests;
• excellent memory.

Support should focus on strengths as well as needs.

ADHD

Children with Attention Deficit Hyperactivity Disorder (ADHD) may experience differences in:

• attention;
• impulse control;
• activity levels;
• organisation.

Helpful strategies may include:

• clear routines;
• short instructions;
• movement breaks;
• positive reinforcement;
• predictable expectations.

ADHD should never be viewed simply as "bad behaviour."

Speech, Language and Communication Needs

Children with speech and language needs may:

• struggle to find words;
• misunderstand instructions;
• find conversations difficult;
• require additional processing time.

Helpful approaches include:

• speaking clearly;
• using simple language;
• allowing thinking time;
• checking understanding;
• using visual support.

Communication improves when adults adapt their approach.

Practice Scenario – Sensory Needs

Practice Scenario – Additional Processing Time

Manager Coaching Notes

Managers should support staff to:

• understand the four areas of SEND;
• recognise individual strengths;
• adapt activities appropriately;
• avoid assumptions;
• seek advice when required;
• promote positive attitudes towards difference.

Knowledge builds confidence, and confidence improves inclusion.

Adapting Activities for Children with SEND

Every child should have the opportunity to participate fully in DASC activities.

Inclusive practice does not mean creating separate activities for children with SEND.

Instead, staff should adapt existing activities so that everyone can participate as independently as possible.

Small adjustments often make a significant difference.

Planning for Inclusion

Before beginning any activity, ask:

• Can every child access this activity?
• What barriers might exist?
• What reasonable adjustments could help?
• Does anyone need additional support?
• How can independence be encouraged?

Planning ahead prevents unnecessary exclusion.

Making Simple Adjustments

Inclusive adjustments may include:

• simplifying instructions;
• breaking tasks into smaller steps;
• providing visual prompts;
• using larger equipment;
• offering alternative seating;
• allowing additional time;
• reducing background noise;
• providing movement breaks.

Adjustments should enable participation rather than create dependence.

Giving Instructions

Children process information differently.

When giving instructions:

• gain the child's attention first;
• speak clearly;
• use short sentences;
• give one instruction at a time;
• demonstrate where appropriate;
• check understanding.

Avoid giving multiple instructions at once.

Using Visual Supports

Visual supports help many children understand routines and expectations.

Examples include:

• picture cards;
• visual timetables;
• symbols;
• photographs;
• demonstration rather than explanation;
• coloured prompts.

Visual supports benefit many children—not only those with SEND.

Supporting Independence

The goal is not to do everything for the child.

Instead:

• encourage choice;
• allow thinking time;
• offer prompts rather than answers;
• celebrate effort;
• reduce support gradually where appropriate.

Children develop confidence through success.

Group Activities

When organising group work:

• mix friendship groups thoughtfully;
• encourage teamwork;
• allocate roles fairly;
• ensure everyone contributes;
• avoid leaving children isolated.

Inclusive activities strengthen relationships between children.

Managing Transitions

Transitions can be difficult for some children.

Helpful strategies include:

• advance warning;
• countdowns;
• visual schedules;
• familiar routines;
• calm reassurance.

Predictability often reduces anxiety.

Sensory Considerations

Some environments may become overwhelming.

Consider:

• lighting;
• noise levels;
• crowded spaces;
• strong smells;
• busy displays.

Where appropriate, provide:

• quieter spaces;
• sensory breaks;
• noise-reducing equipment if part of the child's support plan;
• calm transition areas.

Supporting regulation helps children participate successfully.

Practice Scenario – Board Game

Practice Scenario – Craft Activity

Manager Coaching Notes

Managers should encourage staff to:

• plan inclusively;
• anticipate barriers;
• adapt activities confidently;
• promote independence;
• observe children's engagement;
• review adjustments regularly.

Effective inclusion is achieved through thoughtful planning rather than last-minute changes.

Positive Behaviour Support for Children with SEND

Behaviour is a form of communication.

Children with SEND may communicate distress, confusion, anxiety or unmet needs through their behaviour.

Rather than asking:

"How do we stop this behaviour?"

Staff should ask:

"What is this behaviour telling us?"

Understanding behaviour leads to more effective support.

Looking Beyond Behaviour

Children may display behaviours because of:

• communication difficulties;
• sensory overload;
• anxiety;
• frustration;
• pain or discomfort;
• changes to routine;
• tiredness;
• difficulty understanding expectations.

The behaviour is often the visible part of a much bigger picture.

Identifying Triggers

Triggers are events or situations that increase the likelihood of distress.

Common triggers include:

• loud environments;
• unexpected changes;
• waiting for long periods;
• difficult tasks;
• transitions;
• social misunderstandings;
• sensory overload.

Recognising patterns helps staff prevent difficulties before they escalate.

Recognising Early Signs

Many children show early signs that they are becoming overwhelmed.

These may include:

• becoming unusually quiet;
• pacing;
• repetitive movements;
• covering ears;
• withdrawing from activities;
• raised voice;
• increased anxiety.

Early intervention is usually far more effective than responding during a crisis.

De-escalation Strategies

When a child becomes distressed:

• remain calm;
• reduce demands where appropriate;
• speak slowly;
• allow processing time;
• offer choices;
• reduce sensory stimulation;
• provide reassurance;
• follow the child's support plan.

Adults should regulate themselves first.

Calm adults help children regain control.

Supporting Emotional Regulation

Children develop emotional regulation over time.

Adults can help by:

• modelling calm behaviour;
• naming emotions;
• teaching coping strategies;
• offering quiet spaces;
• encouraging breathing techniques where appropriate;
• celebrating successful regulation.

Regulation develops through practice, support and trusting relationships.

Positive Reinforcement

Children respond best when adults notice success.

Examples include:

• specific praise;
• encouragement;
• recognising effort;
• celebrating progress;
• rewarding positive choices appropriately.

Positive reinforcement builds confidence and motivation.

Consistency

Children with SEND often benefit from predictable responses.

Staff should aim for consistency by:

• following agreed strategies;
• using similar language;
• maintaining routines where possible;
• communicating with colleagues.

Consistency provides security.

Practice Scenario – Unexpected Change

Practice Scenario – Escalating Anxiety

Manager Coaching Notes

Managers should support staff to:

• recognise triggers;
• identify early warning signs;
• use positive behaviour support;
• maintain consistency;
• review behaviour support plans;
• reflect after incidents.

Positive behaviour support improves outcomes for children, families and staff.

Working in Partnership with Parents and Professionals

Successful SEND support depends upon strong partnerships.

Children make the greatest progress when parents, carers, schools and professionals work together with shared goals.

At DASC, parents are recognised as experts on their own child and should always be treated as valued partners.

Why Partnership Matters

Parents have unique knowledge about their child, including:

• strengths;
• interests;
• routines;
• communication methods;
• sensory preferences;
• successful strategies;
• worries or anxieties.

Listening carefully to families helps staff provide consistent and personalised support.

Building Positive Relationships

Strong partnerships develop through:

• regular conversations;
• active listening;
• honesty;
• mutual respect;
• celebrating achievements;
• sharing concerns early.

Families should never hear only about problems.

Positive communication builds confidence and trust.

Sharing Information

Information shared with parents should be:

• factual;
• respectful;
• balanced;
• confidential;
• focused on the child's wellbeing.

Avoid:

• assumptions;
• medical opinions;
• labels;
• speculation.

Describe what has been observed rather than offering a diagnosis.

Confidentiality

Children's information must only be shared with people who have a legitimate professional need to know.

Staff should:

• protect records;
• avoid discussing children in public areas;
• obtain appropriate consent before sharing information where required;
• follow DASC confidentiality procedures.

Confidentiality helps maintain trust between families and the setting.

Working with Schools

Many children attending DASC also receive support in school.

Where appropriate and with the necessary permissions, staff may share relevant information to ensure consistency.

Examples include:

• successful strategies;
• communication methods;
• behaviour support approaches;
• sensory adjustments;
• wellbeing concerns.

Consistency across settings helps children feel secure.

Working with Other Professionals

Children may receive support from:

• SENDCos;
• speech and language therapists;
• occupational therapists;
• physiotherapists;
• educational psychologists;
• paediatricians;
• social workers;
• family support workers.

Each professional contributes different expertise.

Working collaboratively improves outcomes.

Meetings and Reviews

Some children may have:

• SEND reviews;
• Education, Health and Care (EHC) Plan reviews;
• multi-agency meetings;
• support planning meetings.

Staff may contribute observations about:

• participation;
• friendships;
• communication;
• behaviour;
• independence.

Accurate observations are more valuable than assumptions.

Managing Difficult Conversations

Sometimes staff need to discuss concerns with families.

During these conversations:

• remain calm;
• be respectful;
• focus on observations;
• avoid blame;
• listen carefully;
• agree next steps together.

The purpose is to support the child—not to criticise parents.

Practice Scenario – Parent Shares New Information

Practice Scenario – Concern About Communication

Practice Scenario – Multi-Agency Collaboration

Manager Coaching Notes

Managers should promote:

• open communication;
• respectful partnerships;
• confidentiality;
• collaborative planning;
• multi-agency working;
• reflective practice.

Strong relationships with families improve children's confidence, participation and outcomes.

Education, Health and Care (EHC) Plans

Some children attending DASC may have an Education, Health and Care (EHC) Plan.

An EHC Plan is a legal document that describes a child's educational, health and social care needs, together with the support required to help them achieve agreed outcomes.

While DASC is not responsible for writing EHC Plans, staff play an important role in supporting the child and contributing relevant observations when appropriate.

What is an EHC Plan?

An EHC Plan:

• identifies a child's needs;
• sets out the support they require;
• describes long-term outcomes;
• brings together education, health and care services.

Not every child with SEND has an EHC Plan.

Many children receive effective support without one.

Understanding Outcomes

EHC Plans focus on helping children achieve meaningful outcomes.

These may relate to:

• communication;
• independence;
• friendships;
• emotional wellbeing;
• physical development;
• learning;
• participation.

Staff should understand the outcomes that relate to the child while attending DASC.

Following Support Strategies

Some children may have agreed strategies such as:

• visual timetables;
• communication aids;
• sensory breaks;
• movement opportunities;
• predictable routines;
• adapted activities;
• positive behaviour support.

Consistency across settings helps children feel secure and confident.

Observation and Recording

Staff may be asked to contribute observations for review meetings.

Good observations are:

• factual;
• objective;
• strengths-based;
• linked to participation;
• focused on progress.

Avoid making clinical or diagnostic statements.

Instead, describe what the child did, how they responded and what support was effective.

Annual Reviews

Children with EHC Plans usually have an annual review.

The purpose is to:

• review progress;
• consider changing needs;
• celebrate achievements;
• update outcomes where appropriate.

DASC may be asked to contribute observations or attend meetings where appropriate.

Supporting Independence

The purpose of support is to help children become increasingly independent.

Adults should avoid creating unnecessary dependence.

Where appropriate:

• encourage problem-solving;
• allow thinking time;
• reduce prompts gradually;
• celebrate independent success.

Confidence grows through achievement.

Consistency Across Settings

Children benefit when home, school and DASC use similar approaches.

Consistency may include:

• communication strategies;
• behaviour support;
• routines;
• visual supports;
• reward systems.

Families should not receive conflicting messages from different settings.

Confidentiality

EHC Plans contain confidential personal information.

Staff should:

• access information only if required for their role;
• store documents securely;
• avoid unnecessary discussion;
• respect the child's privacy at all times.

Confidentiality supports trust and professionalism.

Practice Scenario – Following the Plan

Practice Scenario – Annual Review Request

Manager Coaching Notes

Managers should ensure staff:

• understand the purpose of EHC Plans;
• implement agreed strategies consistently;
• contribute objective observations;
• protect confidentiality;
• promote independence;
• work collaboratively with families and professionals.

Effective implementation of support plans improves children's confidence, participation and long-term outcomes.

End of Course Assessment

Instructions

Complete the assessment below.

A pass mark of 80% is required before the course can be marked as complete.

Competency Declaration

Related DASC Policies

References

Course Completion

Congratulations.

You have completed Course 09 – Special Educational Needs & Disabilities (SEND).

Children with SEND bring unique strengths, perspectives and talents to DASC. High-quality inclusive practice ensures that every child is able to participate, develop confidence and achieve their potential.

Remember the four principles of excellent SEND practice:

• Know the Child
• Remove Barriers
• Promote Independence
• Work Together

By listening carefully, adapting thoughtfully and maintaining high expectations, you help create an environment where every child feels valued, included and able to thrive.