Assessment 1 - Introduction to SEN
1. Provide a brief definition of special educational needs and how SEN can affect the
education of a child.
A child is considered to have special educational needs (SEN) if they have a disability or condition
that makes learning and progressing at the same pace as their peers more difficult. These children
may find schoolwork challenging, struggle to communicate effectively, or show behavioural
difficulties that can range in severity.
The term “special educational needs” is a legal designation that acknowledges the learning
challenges some children face, regardless of age. While parents play a vital role in supporting their
child’s development, it is equally important that children have access to a supportive, well-
equipped, and suitable learning environment.
Once a child is identified as having SEN, teachers, teaching assistants, and other support staff
work together to provide the extra help they need daily. This support may involve assistance with:
• Completing daily classwork and school assignments
• Planning, organising, and finishing homework
• Developing skills in reading, writing, and mathematics
• Interacting with classmates and making the most of break times
• Collaborating with peers on group activities
• Demonstrating appropriate behaviour while at school
Children are said to have special educational needs if they have learning difficulties that require
extra or different support at school.
A child has a learning difficulty if they:
a) Struggle to learn much more than most children of the same age; or
b) Have a disability that makes it hard or impossible for them to use the usual educational
resources available to other children of the same age in local schools.
2. Why do you think it is important that there are formal SEN policies and codes of practice
in place?
Codes of practice are designed to guide teachers and educational authorities on their roles and
responsibilities under Part IV of the 1996 Education Act. Any organisation that receives
government funding for early-years education must always follow certain policies and principles.
The main aim of these codes is to ensure that children with identified special educational needs
(SEN) can reach their full potential, be included in their learning environments, and successfully
transition into adulthood. Most children with SEN can have their needs met in regular schools, but
some may require additional support from specialist SEN services or education in a specialist
setting.
A child is considered to have special educational needs if they have a learning difficulty that
requires extra or different support to help them learn effectively.
Some policies regarding special educational needs include the following:
A child has a learning difficulty if they:
a) Find learning much harder than most children of the same age; or
b) Have a disability that makes it difficult or impossible to use the usual educational resources
available to other children of the same age in local schools; or
c) Are under compulsory school age and would meet the criteria in (a) or (b) if special educational
support were not provided.
It is important to note that a child should not be considered to have a learning difficulty just
because the language spoken at home is different from the language used for teaching.
Special educational provision refers to:
a) For children aged two and over: education that is additional or different from what is generally
provided for children of the same age in regular local authority schools, excluding special schools.
b) For children under two: any form of educational provision.
3. It is essential to ensure that the requirements of a child with special educational needs
are identified and addressed at the earliest possible stage. Discuss.
It is very important to identify and address the needs of a child with special educational needs
(SEN) as early as possible because this lays the foundation for their learning and overall
development. Early identification allows teachers, teaching assistants, and support staff to provide
targeted help, resources, and interventions tailored to the child’s specific difficulties before they fall
behind their peers.
Early support helps children improve academically, socially, and emotionally. When needs are met
promptly, children are less likely to experience frustration, low self-confidence, or behavioural
challenges that can arise from struggling with schoolwork. It also enables schools to implement
strategies such as modified lessons, additional learning materials, one-on-one support, or group
activities that encourage learning and participation.
Addressing SEN early promotes collaboration between parents, teachers, and specialists,
ensuring that all aspects of the child’s development are considered. It also helps children feel
included and valued within the classroom, increasing their engagement and motivation to learn.
Ultimately, early intervention maximises the child’s potential, supports their long-term academic
success, and prepares them to transition more smoothly into adulthood and independent life.