Understanding the Different Types of SEN

Special Educational Needs (SEN) encompass a broad spectrum of conditions that can affect a child’s ability to learn and thrive in a typical educational setting.

Understanding these different types of SEN is crucial for teachers, teaching assistants, parents, and anyone involved in supporting the learning and development of children with additional needs.

Each type of SEN presents unique challenges and requires tailored strategies to ensure that every child receives the support they need to succeed.

This blog provides an overview of the 7 main types of SEN and the implications they have for education.

1. Autistic Spectrum Conditions (ASC)

Autistic Spectrum Conditions (ASC) refer to a range of developmental disorders that affect how a person communicates and interacts with others. Autism is a spectrum condition, meaning that it can manifest in a wide variety of ways, from mild to more severe forms.

Key Characteristics

Difficulties with social communication and interaction, such as understanding social cues and forming relationships.

Repetitive behaviours or routines, and a strong preference for order and consistency.

Sensory sensitivities, such as being over- or under-sensitive to sounds, lights, or textures.

Educational Implications

Students with ASC may benefit from clear and structured routines, visual supports, and social skills training.

A calm, sensory-friendly environment can help reduce anxiety and improve focus.

Teachers should use clear, literal language and provide plenty of time for transitions between activities.

2. Attention Deficit Hyperactivity Disorder (ADHD)

Attention Deficit Hyperactivity Disorder (ADHD) is a condition characterised by persistent patterns of inattention, hyperactivity, and impulsivity that interfere with daily functioning.

Key Characteristics

Difficulty paying attention or staying focused on tasks.
Hyperactive behaviour, such as constant fidgeting, moving around, or talking excessively.
Impulsivity, including interrupting others, acting without thinking, or difficulty waiting for turns.

Educational Implications

Students with ADHD often benefit from short, varied tasks that help maintain their focus.
Classroom strategies such as seating arrangements, movement breaks, and visual timetables can help manage hyperactivity.
Positive reinforcement and clear, consistent expectations are crucial for managing impulsive behaviour.

3. Specific Learning Difficulties (SpLD)

Specific Learning Difficulties (SpLD) refer to a group of conditions that affect a particular area of learning, often in students who otherwise have average or above-average intelligence. The most common SpLDs include dyslexia, dyspraxia, and dyscalculia.

Dyslexia: Affects reading and writing skills, particularly in recognising words, spelling, and decoding text.

Dyspraxia: Impacts motor coordination and can affect tasks such as writing, tying shoelaces, or participating in sports.

Dyscalculia: Affects mathematical skills, including understanding numbers, learning arithmetic facts, and performing calculations.

Educational Implications

Students with SpLDs may require differentiated instruction, such as multisensory approaches for reading or using manipulatives for maths.

Assistive technology, like text-to-speech software, can support students with dyslexia.

Regular practice of fine motor skills and targeted interventions can help students with dyspraxia.

4. Social, Emotional, and Mental Health (SEMH) Needs

Social, Emotional, and Mental Health (SEMH) needs encompass a range of difficulties that can affect a child’s behaviour, emotional well-being, and social interactions. These needs might arise from conditions such as anxiety, depression, trauma, or behavioural disorders.

Key Characteristics

Difficulty managing emotions, leading to frequent outbursts, withdrawal, or anxiety.

Challenges in forming and maintaining relationships with peers and adults.

Risk-taking behaviour, lack of self-esteem, or disengagement from school.

Educational Implications

A supportive, nurturing environment is essential for students with SEMH needs, with a focus on building positive relationships.

Implementing social and emotional learning (SEL) programmes can help students develop coping strategies and resilience.

Regular communication with mental health professionals and personalised support plans are crucial for these students.

5. Speech, Language, and Communication Needs (SLCN)

Speech, Language, and Communication Needs (SLCN) refer to difficulties with speech and language skills, including understanding and producing spoken language, as well as social communication.

Key Characteristics

Delayed speech development or difficulties in expressing thoughts and ideas.

Challenges in understanding spoken language, such as following instructions or grasping abstract concepts.

Social communication difficulties, including problems with using language in social contexts, such as taking turns in conversation.

Educational Implications

Speech and language therapy can be crucial for supporting students with SLCN.

Visual aids, simplified language, and repetition can help students understand instructions and concepts.

Encouraging social interaction through structured activities can improve communication skills.

6. Sensory and Physical Needs

Sensory and physical needs encompass a range of conditions that affect a child’s ability to access the physical environment or learning materials. These include visual and hearing impairments, as well as physical disabilities.

Key Characteristics

Visual impairment may affect a student’s ability to see text, images, or classroom materials.

Hearing impairment can impact a student’s ability to hear instructions, participate in discussions, or engage in group activities.

Physical disabilities may limit mobility or require adaptations to the classroom environment and equipment.

Educational Implications

Students with visual impairments may need large print materials, braille resources, or audio books.

For students with hearing impairments, assistive listening devices, sign language interpreters, or visual aids may be necessary.

Physical adaptations, such as wheelchair-accessible classrooms and specialised equipment, are essential for students with physical disabilities.

7. Moderate, Severe, and Profound and Multiple Learning Difficulties (MLD, SLD, PMLD)

Students with Moderate Learning Difficulties (MLD) have general learning disabilities that affect their progress across the curriculum. Severe Learning Difficulties (SLD) and Profound and Multiple Learning Difficulties (PMLD) represent more significant cognitive impairments and often require intensive support.

Key Characteristics

MLD: Challenges in understanding new concepts, retaining information, and applying skills.

SLD: Significant difficulties in learning, requiring substantial support across all areas of the curriculum.

PMLD: Profound cognitive and physical impairments, often accompanied by complex medical needs.

Educational Implications

Students with MLD benefit from a highly structured learning environment with clear, consistent routines.

For students with SLD, a personalised curriculum focusing on life skills, communication, and functional learning is often most appropriate.

Those with PMLD may require a multi-disciplinary approach, with tailored sensory and therapeutic interventions integrated into their learning.

Understanding the different types of SEN is essential for creating an environment that supports all students. Each type of SEN comes with its own set of challenges, but with the right strategies and resources, teachers and teaching assistants can ensure that every child has the opportunity to achieve their full potential.

By recognising the unique needs of students with SEN, schools can create a more inclusive learning environment where diversity is celebrated, and all learners are given the tools they need to succeed.

Are you looking for your next role in SEN education? Get in touch with our team today!