Whether you’re working at a mainstream or SEN school, staff are responsible for supporting all students in the classroom. The abbreviations, acronyms, and terminology can feel overwhelming for many, particularly those new to working with SEN students.

As experts in SEN school recruitment, we’re here to help with our quick guide to help you understand the essential terms and phrases used in special educational needs provision.

Understanding SEN Terminology

A

Autism (ASD - Autism Spectrum Disorder OR ASC – Autism Spectrum Condition) A developmental condition that affects how a person communicates with and relates to other people. It also impacts how they experience the world around them. Characteristics can include:

• Differences in social communication and interaction
• Repetitive behaviour patterns
• Sensitivity to sensory inputs
• Strong interests in specific topics or objects

B

Behavioural Difficulties (including SEMH - Social, Emotional and Mental Health): A range of difficulties that manifest through challenging behaviour, potentially including:

• Disruptive or disturbing behaviour
• Emotional dysregulation
• Being withdrawn or isolated
• Displaying anxiety or depression
• Attachment difficulties

C

Complex Needs: Refers to multiple, interconnected needs that require support across different areas:

• Physical disabilities
• Medical conditions
• Learning difficulties
• Sensory impairments
• Communication challenges

D

Developmental Language Disorder (DLD): A condition where children have persistent difficulties with:

• Understanding spoken language
• Using language effectively
• Processing verbal information
• Following complex instructions

E

Education, Health and Care Plan (EHCP): A legal document outlining the support needed for children and young people up to age 25 who require substantial additional support. It details:

• Educational needs and objectives
• Health provision requirements
• Social care needs
• Specific support strategies
• Expected outcomes

F

Fight, Flight or Freeze Response: A physiological reaction to perceived threats or stress, particularly relevant in understanding behaviour:

• Fight: Aggressive or confrontational responses
• Flight: Withdrawal or escape behaviours
• Freeze: Becoming immobile or unresponsive

Understanding these responses helps educators support students effectively.

G

Graduated Approach: A systematic cycle of action for supporting SEN students:

• Assess: Identifying needs
• Plan: Creating support strategies
• Do: Implementing interventions
• Review: Evaluating effectiveness

H

Hearing Impairments: Encompasses various levels of hearing loss requiring different support approaches:

• Mild to profound hearing loss
• Temporary or permanent conditions
• Considerations for classroom acoustics
• Use of assistive technologies

I

Individual Education Plan (IEP): A working document that outlines:

• Specific learning targets
• Support strategies
• Progress monitoring methods
• Review timelines

J

Joint Council for Qualifications (JCQ): The body overseeing examination arrangements, including:

• Access arrangements applications
• Special consideration
• Modified assessment materials
• Examination adjustments

K

Kinaesthetic Learning: A learning style involving physical activity:

• Hands-on experiences
• Practical demonstrations
• Movement-based learning
• Interactive activities

L

Learning Difficulties: Encompasses various challenges affecting learning:

• Processing information
• Acquiring basic skills
• Retaining information
• Applying knowledge

M

Moderate Learning Difficulties (MLD): Affects attainment across several areas:

• Basic literacy and numeracy
• Understanding concepts
• Memory and processing
• Social skills development

N

Neurodiversity: Recognises neurological differences as natural variations:

• ADHD
• Autism
• Dyslexia
• Dyspraxia.

O

Oppositional Defiant Disorder (ODD): Behavioural disorder characterised by:

• Persistent defiance
• Argumentative behaviour
• Anger management issues
• Difficulty with authority

P

PECS (Picture Exchange Communication System): Communication tool particularly useful for autistic students:

• Visual communication aids
• Structured teaching approach
• Progressive skill development
• Promotes independence

R

Receptive Language: Understanding of spoken language:

• Comprehension skills
• Following instructions
• Processing verbal information
• Understanding context

S

Safeguarding: Protecting children from harm:

• Identifying concerns
• Reporting procedures
• Support mechanisms
• Preventative measures

T

Team Teach: Positive handling and behaviour management training:

• De-escalation techniques
• Safe physical intervention
• Risk assessment
• Positive behaviour support

U

Universal Design for Learning: Framework for inclusive teaching:

• Multiple means of engagement
• Varied presentation methods
• Diverse expression opportunities
• Accessible learning environments

V

Vestibular System: Inner ear structures affecting:

• Balance and coordination
• Spatial awareness
• Movement perception
• Physical regulation

W

Working Memory: Short-term memory function affecting:

• Information processing
• Learning new skills
• Following instructions
• Completing tasks

Z

Zones of Regulation: Framework for teaching self-regulation:

• Emotional awareness
• Impulse control
• Sensory regulation
• Coping strategies

Supporting SEN Students

Understanding these terms is just the beginning. Effective SEN support requires:

• Regular professional development
• Collaboration with specialists
• Flexible teaching approaches
• Strong parent partnerships

Looking for SEN Teaching Opportunities?

If you're interested in working in SEN education, we support both mainstream and special educational needs schools across the West Midlands. View our latest vacancies or get in touch to discuss how we can support your career in SEN education.