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Special educational needs include conditions affecting communication, cognition, social and emotional development and physical or sensory functioning. This guide explains the main types of SEN and how they present in London schools.
Special educational needs is a broad term that covers a very wide range of learning difficulties, developmental conditions and disabilities. The SEND Code of Practice 2015 organises SEN into four broad areas, but within each area there is enormous diversity. Understanding the main types of SEN and how they present helps teachers, teaching assistants and SEN professionals provide appropriate support and ensures that children’s needs are correctly identified and described in their EHCP or SEN support plan.
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Communication and interaction needs include autism spectrum disorder and speech, language and communication needs (SLCN). Autism involves differences in social communication, sensory processing and flexibility of thought. SLCN includes a wide range of difficulties with understanding and using language, including delay in language development, speech sound disorders, word-finding difficulties and selective mutism. Both autism and SLCN are among the most commonly identified SEN conditions in London schools.
Cognition and learning needs include specific learning difficulties (SpLDs) such as dyslexia (difficulties with reading and spelling), dyscalculia (difficulties with numbers and mathematics), dyspraxia or developmental coordination disorder (difficulties with motor planning and coordination) and processing disorders. They also include moderate learning difficulties (MLD), severe learning difficulties (SLD) and profound and multiple learning difficulties (PMLD), which involve more pervasive difficulties across all areas of learning.
SEMH needs include ADHD, conduct disorders, emotional dysregulation, attachment difficulties, anxiety disorders, depression and the educational impact of adverse childhood experiences and trauma. SEMH is one of the fastest-growing categories of SEN identification in London. Many children with SEMH needs also have other conditions including autism, dyslexia or developmental trauma, making accurate assessment and appropriate provision complex.
Sensory and physical needs include hearing impairment, visual impairment, multi-sensory impairment, physical disability and medical conditions that affect a child’s ability to access education. Children with sensory needs typically require specialist teaching approaches, specialist equipment and, in some cases, specialist staff such as teachers of the deaf. Physical disabilities may require accessible facilities, medical support in school and adaptations to the curriculum.
Many children have needs that span more than one category. Autism frequently co-occurs with ADHD, dyslexia, anxiety, sensory processing difficulties and intellectual disability. ADHD co-occurs with dyslexia, dyspraxia and anxiety in a large proportion of cases. Understanding co-occurring needs is essential for accurate identification and effective provision. SEN support plans and EHCPs should reflect all of a child’s needs, not just the primary diagnosis, and provision should address each area of need.
London’s schools serve one of the most diverse populations of any city in the world. This diversity adds important dimensions to SEN identification and provision. Children who are learning English as an additional language (EAL) may present with some characteristics of SEN but their needs may be primarily linguistic rather than educational. Children from some cultural or linguistic backgrounds may have communication styles or patterns of behaviour that differ from mainstream UK norms without having SEN. Accurate assessment that distinguishes genuine SEN from EAL and cultural difference is an important skill for London SEN professionals.
For related information see our articles on Special Educational Needs Meaning and SEND Code of Practice Explained.
The SEND Code of Practice 2015 organises SEN into four broad areas: communication and interaction (including autism and speech and language difficulties); cognition and learning (including dyslexia and learning difficulties); social, emotional and mental health difficulties (including ADHD and anxiety); and sensory and physical needs (including hearing and visual impairment and physical disability). Many children have needs across more than one area.
Communication and interaction needs, particularly autism and speech and language communication needs, are among the most commonly identified types of SEN in London schools. SEMH needs, including ADHD and anxiety, are also very prevalent and are one of the fastest-growing categories of SEN identification. London’s diverse population means that schools must be skilled at distinguishing SEN from EAL and other factors that affect learning.
Yes. Many children have needs that span more than one area of SEN. For example, a child may have autism (communication and interaction) alongside ADHD (SEMH) and dyslexia (cognition and learning). SEN support plans and EHCPs should describe all of a child’s needs comprehensively and set out provision that addresses each area effectively.
Visit our SEN London Resource Hub for more guides on EHCP rights, SEN legislation, staffing costs, agency use, Ofsted expectations and borough-by-borough funding variations across the capital.
The information in this article is provided for general guidance only and does not constitute legal or professional advice. Legislation, funding and local authority policies change: always verify current requirements with the relevant authority. SENDhelp Education Limited accepts no responsibility or liability for any loss or damage arising from reliance on this content. Any links to third-party websites are provided for convenience only and do not constitute endorsement of their content.
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