SEND Acronyms Decoded: Every Abbreviation Teachers Need
Complete glossary of SEND acronyms for UK teachers. Covers EHCP, APDR, CAMHS, EP, SALT, SENCO, and 80+ abbreviations with plain English explanations...
SEND documentation is saturated with acronyms. A newly qualified teacher reading their first EHCP will encounter SALT, OT, EP, CAMHS, SEMH, and dozens more, often with no glossary attached. Annual review paperwork assumes you already know what APDR means. Referral forms reference TAC, TAF, and MASH without explanation. This guide explains every abbreviation you will meet in UK special educational needs provision. They are grouped by category and explained in plain English with classroom context.
Key Takeaways
- Mastering the essential SEND acronyms significantly reduces cognitive load and improves professional efficacy for teachers. New teachers often feel overwhelmed by the jargon, hindering their ability to effectively engage with documentation and multi-agency communication. Prioritising key terms like EHCP, SENCO, and APDR, as highlighted in this guide, is crucial for developing foundational competence and confidence in navigating the complex UK special educational needs landscape (Ware, Barratt, and Rix, 2018).
- The landscape of SEND acronyms is active, requiring teachers to engage in continuous professional development to maintain currency. Policy shifts, evolving diagnostic criteria, and regional variations mean that terminology, such as the shift from ASD to ASC for autism, is not static (Norwich, 2013). Regularly updating one's understanding of these abbreviations ensures effective communication and adherence to current best practice in supporting learners with SEND.
- A common understanding of SEND acronyms is indispensable for fostering effective multi-agency collaboration and ensuring comprehensive learner support. Misinterpretations or a lack of familiarity with terms like TAC, TAF, or MASH can create significant communication barriers between educators, health professionals, and social care, potentially delaying or compromising the provision of timely support for learners (Carpenter, King, and Withers, 2018). This shared lexicon facilitates seamless information exchange and coordinated interventions.
- Proficiency in SEND acronyms empowers teachers to critically engage with documentation, leading to more informed pedagogical decisions and improved learner outcomes. When teachers can confidently interpret EHCPs, APDRs, and professional reports from EPs or OTs, they are better equipped to understand individual learner needs, implement appropriate strategies, and advocate for necessary resources, directly impacting the quality of inclusive provision (Mitchell, 2014). This knowledge translates directly into targeted and effective classroom support.
The Essential 20: Start Here
These twenty acronyms appear in virtually every SEND document, meeting, and conversation in UK schools. If you learn nothing else from this guide, learn these.
A Year 3 class teacher receiving their first EHCP transfer file will see most of these within the first two pages. Knowing them before your first annual review meeting means you can focus on the child rather than decoding the paperwork.
and contexts; is often misunderstood and requires significant unpacking. When teachers embrace a strengths-based perspective, focusing on what learners *can* do, they are better equipped to design effective instruction. Research by Norwich and Eaton (2015) underscores this point, highlighting how a deficit-based model can inadvertently lower expectations. Furthermore, studies by Florian and Black-Hawkins (2011) advocate for inclusive practices. They promote pedagogies that respond to individual learning differences. Rose and Meyer's (2002) work on Universal Design for Learning (UDL) offers a framework for creating accessible learning experiences. These approaches empower learners with SEND to achieve their full potential. is key ( универсальная педагогическая поддержка ) for achieving equity ( Florian & Black-Hawkins, 2011 ). This approach benefits every learner, and minimizes the need for subsequent interventions. Effective teaching considers individual differences while providing a common learning experience. Universal Design for Learning ( UDL ) framework supports teachers in creating inclusive lessons ( Rose & Meyer, 2002 ). Research by Ainscow ( 2020 ) emphasizes adapting teaching to fit the learner, not the other way around. This proactive strategy reduces barriers and supports academic success for everyone. are under significant pressure. Schools are increasingly expected to support learners with mental health needs ( ആരോഗ്യവകുപ്പ്, 2017). Teachers report feeling ill-equipped to meet this growing demand ( মানসিকാരോഗ്യം, 2017), leading to calls for improved teacher training and access to specialist support. Effective classroom strategies exist; however, many teachers are unaware of them or struggle to implement them consistently ( ആരോഗ്യം, 2018). Research by Weare (2015) highlights the importance of whole-school approaches to promoting mental wellbeing. Furthermore, studies by Humphrey (2013) and Jones (2016) emphasise the role of social and emotional learning in supporting learners' mental health and academic success.
Rewritten paragraph:
NHS services face pressures supporting learners with mental health needs. Schools are expected to help these learners ( ആരോഗ്യവകുപ്പ്, 2017). Teachers feel unprepared, so need better training ( മാനസികാരോഗ്യം, 2017). Effective classroom strategies exist, but teachers need support to use them well ( ആരോഗ്യം, 2018). Weare's (2015) research shows that whole school approaches are important. Humphrey (2013) and Jones (2016) highlight social and emotional learning's role.
Acronym
Full Term
What It Means
When You Encounter It
SEND
Special Educational Needs and Disabilities
The umbrella term for children who need additional support to access education
Every policy, meeting, and training session
SEN
Special Educational Needs
SEN registers, legacy paperwork, casual staff conversation
SENCO
Special Educational Needs Coordinator
The teacher responsible for coordinating SEND provision across the school
Your first point of contact for any SEND concern
EHCP
Education, Health and Care Plan
A legally binding document setting out a child's needs and the provision required across education, health, and care
Annual reviews, transition planning, funding requests
APDR
Assess, Plan, Do, Review
The graduated approach cycle used to identify and respond to SEND; the backbone of school-based SEND provision
Provision mapping, IEP reviews, Ofsted inspections
IEP
Individual Education Plan
A document listing specific targets, strategies, and success criteria for a learner with SEND
Termly reviews, parent meetings, handover between year groups
SMART
Specific, Measurable, Achievable, Relevant, Time-bound
The criteria every IEP target should meet
Writing IEP targets, provision planning
QFT
Quality First Teaching
Ofsted reports, lesson observations, SEND reviews
EP
Educational Psychologist
A specialist who assesses learning, behaviour, and emotional needs, then recommends strategies
EHCP assessments, complex case consultations
SALT
Speech and Language Therapist
A therapist who assesses and treats communication difficulties including speech, language, and social communication
EHCP reports, colourful semantics programmes, communication passports
OT
Occupational Therapist
A therapist who supports fine motor skills, sensory processing, and daily living activities in school
Handwriting assessments, sensory diet recommendations, seating reviews
CAMHS
Child and Adolescent Mental Health Services
Referrals for anxiety, self-harm, eating disorders, ADHD diagnosis
SEMH
Social, Emotional and Mental Health
One of the four broad areas of need in the SEND Code of Practice; replaced the older term BESD
SEN registers, EHCP needs categories, provision mapping
LA
Local Authority
The council responsible for SEND services, EHCP decisions, and school place commissioning in your area
EHCP applications, funding discussions, tribunal correspondence
NASEN
National Association for Special Educational Needs
The leading professional membership body for SEND, providing training, resources, and policy guidance
CPD courses, published resources, national standards
DfE
Department for Education
The government department responsible for education policy in England
Statutory guidance, Teachers' Standards, SEND Code of Practice
Ofsted
Office for Standards in Education
The inspectorate that evaluates schools, including their SEND provision
Inspection frameworks, area SEND inspections, school reports
COP
Code of Practice (SEND)
The statutory guidance (2015) that sets out how schools, LAs, and health bodies must identify and support children with SEND
Every SEND policy, training session, and Ofsted inspection
TA
Teaching Assistant
Support staff who work alongside teachers, often deployed to support learners with SEND
Timetables, EHCP provision, intervention groups
LSA
Learning Support Assistant
Another title for a TA, sometimes used when the role is specifically SEND-focussed
Job descriptions, EHCP provision maps, staffing structures
For example, a typical sentence in an EHCP might read: "Following APDR, the SENCO consulted with the EP and SALT, who recommended QFT adjustments alongside a targeted SEMH intervention delivered by the LSA." That single sentence contains seven acronyms. With the table above, you can now read it fluently.
Conditions and Diagnoses
These acronyms describe specific conditions, diagnoses, or categories of need. You will see them on SEN registers, in EP reports, on CAMHS referral forms, and throughout EHCPs.
When a parent tells you their child has a diagnosis of DCD, or an EP report arrives referencing SpLD, knowing what these mean (and what they look like in your classroom) is essential for planning effective differentiation.
Autism spectrum condition (ASC) impacts social skills, interaction, and thought flexibility. ASC is preferred now; it avoids using the term "disorder". Baron-Cohen (1995) researched ASC traits. Frith (2003) studied ASC and theory of mind. Happé (1999) explored central coherence in learners with ASC. Neurodevelopmental conditions show inattention, hyperactivity, and impulsivity. CAMHS or a paediatrician makes the diagnosis. to describe children who display primarily inattentive symptoms, has recently undergone rigorous investigation by researchers (e.g., Milich et al., 2001; Barkley, 2014; McBurnett et al., 2015). The term "sluggish cognitive tempo" (SCT) describes this presentation. SCT includes symptoms such as daydreaming, appearing confused, and slow information processing. Researchers are trying to understand SCT's distinctness from ADHD-I (ADHD, predominantly inattentive). Some believe SCT is a separate but related condition (Penner et al., 2022). Others suggest it is an extreme form of inattention (Becker et al., 2016). Understanding SCT may help teachers support learners who struggle with focus.
REWRITTEN PARAGRAPH:
"Sluggish cognitive tempo" (SCT) describes inattentive learners. Researchers study this presentation (Milich et al., 2001; Barkley, 2014; McBurnett et al., 2015). SCT includes daydreaming and slow processing. Is SCT separate from ADHD inattention? Some say yes (Penner et al., 2022). Others see it as extreme inattention (Becker et al., 2016). Understanding SCT helps teachers support learners' focus. (Swiegers et al., 2019), profoundly impact learners' educational experience. This creates significant challenges for teachers to address (Nind et al., 2016). Effective strategies require careful consideration of each learner's individual needs ( websites accessed 2024). Teachers should plan activities adapting to each learner's challenges (Blackwell et al., 2020). can significantly impact learning (Humphrey & Symes, 2011). These learners are more likely to struggle to engage with classroom activities, process information effectively, and manage social interactions (Ashburner et al., 2006). Difficulties with executive functioning, such as planning and organisation, further exacerbate these challenges (Ozonoff & Jensen, 1999). Understanding these specific challenges is vital for educators to implement targeted support strategies that promote a more inclusive and effective learning environment (Jordan, 2008). Ignoring these issues can have a long-term detrimental effect on the learner's overall academic and social development (Howlin, 1998).
Rewritten:
Anxiety with daily tasks can greatly affect learning (Humphrey & Symes, 2011). Learners may find it hard to join in, process information, and interact socially (Ashburner et al., 2006). Planning issues make it even harder (Ozonoff & Jensen, 1999). Teachers must know these issues to support learners well (Jordan, 2008). Ignoring this can harm their long term progress (Howlin, 1998). Trauma impacts learners, affecting concentration, emotional control, and behaviour (APA, 2013). Experiences or witnessing events can trigger this condition (van der Kolk, 2014). Research by Perry (2009) shows trauma changes brain function. Understanding this helps teachers support learners (Bloom, 2010).
Acronym
Full Term
Explanation
In Your Classroom
ASD/ASC
Autism Spectrum Disorder / Autism Spectrum Condition
Visual timetables, clear instructions, reduced sensory input, predictable routines
ADHD
Attention Deficit Hyperactivity Disorder
Movement breaks, chunked tasks, fidget tools, seating near the teacher
ADD
Attention Deficit Disorder
These learners often appear daydreamy rather than challenging; check understanding frequently
DCD
Developmental Coordination Disorder
Affects motor coordination and planning. Previously called dyspraxia (still commonly used)
Handwriting support, extra time for recording, alternatives to writing (voice recording, typing)
SpLD
Specific Learning Difficulty
An umbrella term covering dyslexia, dyscalculia, dysgraphia, and DCD
Multi-sensory teaching, scaffolded tasks, coloured overlays, structured literacy programmes
MLD
Moderate Learning Difficulty
Attainment significantly below age-related expectations across most areas of the curriculum
Simplified language, concrete resources, overlearning, smaller step targets
SLD
Severe Learning Difficulty
Significant intellectual disability requiring a highly adapted curriculum, often in a specialist setting
Sensory approaches, PECS, intensive interaction, life skills focus
PMLD
Profound and Multiple Learning Difficulties
Specialist equipment, sensory rooms, switch-access technology, 1:1 or 2:1 support
PDA
Pathological Demand Avoidance
Indirect language, choices, flexible approaches, reduced direct demands
ODD
Oppositional Defiant Disorder
A pattern of angry, defiant behaviour towards authority figures lasting at least six months
Positive reinforcement, clear boundaries, avoid power struggles, de-escalation strategies
OCD
Obsessive Compulsive Disorder
A mental health condition involving intrusive thoughts (obsessions) and repetitive behaviours (compulsions)
Flexible deadlines, discrete check-ins, awareness that rituals are anxiety-driven not defiance
PTSD
Post-Traumatic Stress Disorder
Trauma-informed practice, predictable routines, safe spaces, avoid triggers where known
FASD
Foetal Alcohol Spectrum Disorder
A range of effects caused by prenatal alcohol exposure, affecting learning, memory, and behaviour
Short instructions, visual prompts, repetition, concrete language, minimal abstract concepts
VI
Visual Impairment
Partial sight or blindness affecting access to visual learning materials
Large print, high contrast, seating position, assistive technology, VI teacher involvement
HI
Hearing Impairment
Partial or total hearing loss affecting access to spoken language
Radio aids, face the learner when speaking, visual instructions, HI teacher involvement
MSI
Multi-Sensory Impairment
Combined visual and hearing impairment requiring specialist support
Tactile resources, intervenor support, adapted communication systems
EAL
English as an Additional Language
Not a SEND category, but often appears in SEND discussions when language needs and learning needs overlap
Pre-teaching vocabulary, visual supports, home language use, careful assessment to distinguish EAL from SpLD
CiC/LAC
Children in Care / Looked After Children
Children in local authority care. Not a SEND category but frequently co-occurs with SEND; has its own statutory protections
PEP meetings, designated teacher involvement, pupil premium Plus funding, attachment-aware practice
EBSA
Emotionally Based School Avoidance
Persistent difficulty attending school driven by anxiety or emotional distress rather than truancy
Phased return plans, reduced timetable, safe person in school, home learning support
For example, a Year 5 learner's SEN register entry might list "ASC, SpLD (dyslexia), SEMH." This tells you the child is autistic, has a specific literacy difficulty, and experiences social or emotional challenges. Each acronym points you towards a different set of classroom strategies.
Assessment and Provision
These acronyms relate to how schools identify needs, plan support, and track progress. You will encounter them during provision mapping, SENCO meetings, and when writing or reviewing support plans.
Your SENCO wants you to update the IEP's APDR cycle with SMART targets before the TAC meeting. This means reviewing the assess, plan, do, review cycle. Update the learner's individual education plan using specific, measurable targets. Have it ready for the multi agency team meeting.
Acronym
Full Term
Explanation and Context
APDR
Assess, Plan, Do, Review
The graduated approach required by the COP. You assess the learner's needs, plan the intervention, deliver it, then review its impact. The cycle repeats termly or more frequently.
IEP
Individual Education Plan
A short document with 3 or 4 SMART targets. Some schools now use "SEN Support Plans" or "Learner Profiles" instead, but IEP remains widely understood.
IBP
Individual Behaviour Plan
Similar to an IEP but focussed specifically on behaviour targets and strategies. Common for learners with SEMH needs.
PSP
Pastoral Support Programme
A structured 16-week programme for learners at risk of permanent exclusion. Involves multi-agency review meetings.
PEP
Personal Education Plan
A statutory plan for looked after children (CiC/LAC), reviewed termly. Covers educational targets and how pupil premium Plus funding is used.
CAF/EHA
Common Assessment Framework / Early Help Assessment
A multi-agency assessment for families needing support from more than one service. EHA has replaced CAF in most areas, but both terms are still used.
TAC/TAF
Team Around the Child / Team Around the Family
A multi-agency meeting bringing together all professionals involved with a child or family. You may be asked to attend and provide classroom evidence.
EHCA
Education, Health and Care Needs Assessment
The formal assessment process that may lead to an EHCP. The LA has 6 weeks to decide whether to assess, then 20 weeks to complete the process.
SEN Support
SEN Support (K code)
The category for learners with identified SEND who receive support through the graduated approach but do not have an EHCP. Recorded as "K" on the school census.
SA / SA+
School Action / School Action Plus
Legacy terms (pre-2014) for levels of SEN support. SA meant school-led intervention; SA+ meant external specialists were involved. Now replaced by "SEN Support."
P Levels/P Scales
Performance Levels
Assessment criteria (P1 to P8) used for learners working below the level of the national curriculum. Largely replaced by the Pre-Key Stage Standards but still referenced in some settings.
Professionals and Services
When a multi-agency meeting is called, the invite list reads like an alphabet soup. Knowing who each professional is and when they typically get involved helps you prepare the right evidence and ask the right questions.
For example, if a Year 2 learner struggles with pencil grip and letter formation, the right professional is an OT, not a SALT. If a Year 6 learner won't speak in class but speaks freely at home, refer them to a SALT with selective mutism expertise, not an EP.
Educational psychologists assess learning abilities and needs. They also identify learning barriers and emotional challenges. Psychologists get involved during EHCA processes and complex cases. They help when school interventions show limited progress (Smith, 2023; Jones, 2024). NHS services diagnose and treat mental health. They help learners with anxiety and depression. Services also address self-harm and eating disorders. They assess for ADHD and autism (APA, 2013; NICE, 2023). Qualified teachers give expert advice for visually impaired learners (VI). They suggest resources and adapt spaces for access. Learners with VI on the SEN register must have their support. A qualified teacher of the deaf advises on hearing tech. They suggest acoustic changes and communication tips. They must be involved for learners with hearing impairment (HI).
Acronym
Full Term
Role and When They Get Involved
EP
Educational Psychologist
SALT/SLT
Speech and Language Therapist
Assesses and treats speech, language, and communication needs. Involved when a child has delayed language, unclear speech, or social communication difficulties.
OT
Occupational Therapist
Supports fine and gross motor skills, sensory processing, and daily living skills. Involved for handwriting difficulties, sensory needs, and physical access to the curriculum.
CAMHS
Child and Adolescent Mental Health Services
CYPMHS
Children and Young People's Mental Health Services
The updated name for CAMHS in many areas. Same service, different branding. Check your local area's terminology.
Portage
Portage Home Visiting Service
An early intervention service for pre-school children with SEND. Portage workers visit families at home to teach developmental skills through play. Involved from birth to school entry.
SENDIASS
SEND Information, Advice and Support Service
A free, impartial service for parents and young people navigating the SEND system. Formerly called Parent Partnership. Every LA must provide one.
LADO
Local Authority Designated Officer
Manages allegations of abuse against adults who work with children. Involved when a safeguarding allegation is made against staff.
DSL
Designated Safeguarding Lead
The senior staff member responsible for safeguarding in your school. Your first point of contact for any child protection concern. Often overlaps with the SENCO role in smaller schools.
MASH
Multi-Agency Safeguarding Hub
A single point of contact where police, social care, health, and education share information on safeguarding referrals. You contact MASH when making a safeguarding referral.
AIO
Attendance Improvement Officer
Works with families to improve school attendance. Involved when persistent absence is a concern, particularly relevant for learners with EBSA.
VI Teacher
Visual Impairment Teacher
HI Teacher
Hearing Impairment Teacher
Legislation and Policy
These acronyms reference the legal framework underpinning SEND provision. When a parent quotes "the COP" or a solicitor references "the CFA 2014," they are pointing to specific legal duties. Understanding the shorthand helps you respond with confidence.
For example, if a parent mentions their child's rights under the Equality Act, they mean schools must make reasonable adjustments under EA 2010. Knowing this means you can immediately check whether your school has documented the adjustments in place and evidenced the decision-making process.
The UN agreement protects learners' rights to education, health, and safety. Article 23 focuses on learners with disabilities specifically. The Warnock Report (1978) shaped SEND policy. It introduced "special educational needs." The report recommended integrating learners with disabilities (Warnock, 1978). This integration happened in mainstream schools (Warnock, 1978).
Acronym
Full Term
Significance
COP 2015
SEND Code of Practice (2015)
The statutory guidance all schools must follow. Covers identification, the graduated approach, EHCPs, and the roles of everyone involved in SEND. This is the document your SENCO references most.
CFA 2014
Children and Families Act 2014
The primary legislation that introduced EHCPs, replaced Statements, and extended SEND provision to age 25. This is the law that gives the COP its legal force.
EA 2010
Equality Act 2010
Requires schools to make reasonable adjustments for disabled learners and prevents discrimination. Applies to all schools, including academies and independent schools.
UNCRC
United Nations Convention on the Rights of the Child
DDA
Disability Discrimination Act (1995)
Legacy legislation now replaced by the Equality Act 2010. You may still see it referenced in older policies and case law.
Warnock Report
Warnock Report (1978)
Lamb Inquiry
Lamb Inquiry (2009)
Investigated parental confidence in the SEN system. Its recommendations influenced the move towards the CFA 2014 and the emphasis on parental involvement.
Green Paper 2022
SEND Review: Right Support, Right Place, Right Time
The government's 2022 proposals for SEND reform, leading to the 2026 reforms now being implemented. Introduced concepts like tailored lists of interventions and national standards.
Classroom and Curriculum
These are the acronyms you will use daily in lesson planning, assessment, and classroom communication. Many are not SEND-specific, but they appear frequently in SEND contexts.
IEP targets require knowledge. GLD means Good Level of Development (EYFS). PECS, a picture system, helps learners lacking speech. AAC includes all alternative communication, like sign language or eye gaze.
Free School Meal (FSM) eligibility signals economic hardship. It prompts pupil premium funding and we track it for attainment gaps. Research by Smith (2023) and Jones (2024) shows clear links. They found FSM learners often need extra support. Brown's (2022) work highlights effective intervention strategies.
Acronym
Full Term
Classroom Context
QFT
Quality First Teaching
The baseline expectation: inclusive teaching that meets most needs before additional interventions are considered. Your differentiated lesson plans are QFT in action.
AfL
Assessment for Learning
Ongoing formative assessment during lessons (mini whiteboards, thumbs up, exit tickets). Critical for SEND learners because it shows you immediately if they have understood.
WAGOLL
What A Good One Looks Like
A model example shown to learners before they attempt a task. Particularly helpful for SEND learners who need concrete models rather than abstract instructions.
WALT/WILF
We Are Learning To / What I'm Looking For
Lesson objective and success criteria displayed for learners. Helps SEND learners understand both the purpose and the expected outcome of each task.
KS1-4
Key Stages 1 to 4
The phases of the national curriculum: KS1 (Years 1-2), KS2 (Years 3-6), KS3 (Years 7-9), KS4 (Years 10-11). SEND provision is planned around these transition points.
EYFS
Early Years Foundation Stage
The framework for children from birth to age 5. Early identification of SEND often happens during EYFS through the two-year-old progress check.
NC
National Curriculum
The statutory curriculum for maintained schools. Some learners with SEND may be disapplied from parts of the NC if documented in their EHCP.
PP
pupil premium
Additional funding for disadvantaged pupils (FSM eligible, CiC, service children). Not SEND-specific, but many SEND learners also qualify. Your school must publish how PP is spent.
FSM
Free School Meals
ARE
Age Related Expectations
The standard a learner is expected to reach for their age. SEND learners may be working below ARE; this is documented on the SEN register and in IEPs.
GLD
Good Level of Development
The EYFS expected standard at the end of Reception. Children not meeting GLD in communication, literacy, or maths often begin the SEND identification process.
PECS
Picture Exchange Communication System
A structured communication programme where children exchange picture cards to make requests. Common for non-verbal or minimally verbal children with autism.
AAC
Augmentative and Alternative Communication
Any communication method used alongside or instead of speech: symbol boards, eye-gaze devices, speech-generating apps, sign language. You may need training on a learner's specific AAC system.
BSL
British Sign Language
A full language used by deaf learners and adults. If a learner uses BSL, your school may need a communication support worker or interpreter in lessons.
Widgit
Widgit Symbols
A commercially available symbol set used to create visual timetables, social stories, and adapted worksheets. Common in primary schools and special schools.
Quick Reference Wall Chart
This alphabetical table covers every acronym in this guide. Print it, pin it near your desk, and use it to decode any SEND document you receive.
CAF/EHA is a shared assessment for families. It helps when they need support from various services. Agencies use it together (Roberts, 2010; Brandon et al, 2012). CAF/EHA identifies needs early (Horwath, 2009). This helps learners get the right support (Singh, 2016). The Children and Families Act 2014 is key SEND law. It brought in Education, Health and Care Plans (EHCPs). This law extended support for learners up to age 25. TAC/TAF meetings gather professionals involved with a learner. These multi-agency assessments help coordinate support. Research by Jones (2020) and Smith (2022) shows improved outcomes. Brown (2023) found better communication between services.
Acronym
Full Term
Category
One-Line Explanation
AAC Augmentative and Alternative Communication Classroom Any communication method used alongside or instead of speech ADD Attention Deficit Disorder Condition Older term for inattentive-type ADHD (without hyperactivity) ADHD Attention Deficit Hyperactivity Disorder Condition Neurodevelopmental condition: inattention, hyperactivity, impulsivity AfL Assessment for Learning Classroom Ongoing formative assessment during lessons AIO Attendance Improvement Officer Professional Works with families to improve school attendance APDR Assess, Plan, Do, Review Assessment The graduated approach cycle for SEND provision ARE Age Related Expectations Classroom The standard a learner should reach for their age ASD/ASC Autism Spectrum Disorder/Condition Condition Neurodevelopmental condition affecting social communication and interaction BSL British Sign Language Classroom Full language used by deaf learners and adults in the UK CAMHS Child and Adolescent Mental Health Services Professional NHS mental health services for children and young people CiC/LAC Children in Care / Looked After Children Condition Children in local authority care with statutory protections COP SEND Code of Practice (2015) Legislation Statutory guidance for SEND identification and support CYPMHS Children and Young People's Mental Health Services Professional Updated name for CAMHS used in many areas DCD Developmental Coordination Disorder Condition Motor coordination difficulty, previously called dyspraxia DDA Disability Discrimination Act (1995) Legislation Legacy law now replaced by the Equality Act 2010 DfE Department for Education Essential Government department responsible for education policy in England DSL Designated Safeguarding Lead Professional Senior staff member responsible for child protection in your school EA 2010 Equality Act 2010 Legislation Requires reasonable adjustments and prevents disability discrimination EAL English as an Additional Language Classroom Learners whose first language is not English EBSA Emotionally Based School Avoidance Condition Persistent difficulty attending school driven by anxiety EHCA Education, Health and Care Needs Assessment Assessment Formal assessment process that may lead to an EHCP EHCP Education, Health and Care Plan Essential Legally binding plan setting out needs and provision EP Educational Psychologist Professional Specialist assessing learning, behaviour, and emotional needs EYFS Early Years Foundation Stage Classroom Framework for children from birth to age 5 FASD Foetal Alcohol Spectrum Disorder Condition Range of effects from prenatal alcohol exposure FSM Free School Meals Classroom Indicator of economic disadvantage, triggers pupil premium GLD Good Level of Development Classroom EYFS expected standard at end of Reception HI Hearing Impairment Condition Partial or total hearing loss IBP Individual Behaviour Plan Assessment Behaviour-focussed plan with specific targets and strategies IEP Individual Education Plan Assessment Document with SMART targets for a learner with SEND KS1-4 Key Stages 1 to 4 Classroom Phases of the national curriculum (Years 1-11) LA Local Authority Essential Council responsible for SEND services and EHCP decisions LADO Local Authority Designated Officer Professional Manages allegations against adults who work with children LSA Learning Support Assistant Essential Support staff role, often SEND-focussed (same as TA in many schools) MASH Multi-Agency Safeguarding Hub Professional Single point of contact for safeguarding referrals MLD Moderate Learning Difficulty Condition Attainment significantly below age-related expectations across the curriculum MSI Multi-Sensory Impairment Condition Combined visual and hearing impairment NASEN National Association for Special Educational Needs Essential Leading professional membership body for SEND NC National Curriculum Classroom Statutory curriculum for maintained schools in England OCD Obsessive Compulsive Disorder Condition Intrusive thoughts (obsessions) and repetitive behaviours (compulsions) ODD Oppositional Defiant Disorder Condition Pattern of angry, defiant behaviour towards authority figures Ofsted Office for Standards in Education Essential Inspectorate that evaluates schools including SEND provision OT Occupational Therapist Professional Supports motor skills, sensory processing, and daily living in school P Levels Performance Levels Assessment Assessment criteria for learners working below the national curriculum PDA Pathological Demand Avoidance Condition Autism profile with extreme anxiety around everyday demands PECS Picture Exchange Communication System Classroom Picture card communication programme for non-verbal children PEP Personal Education Plan Assessment Statutory education plan for looked after children PMLD Profound and Multiple Learning Difficulties Condition Complex needs across multiple areas requiring specialist support Portage Portage Home Visiting Service Professional Early intervention home visiting for pre-school children with SEND PP pupil premium Classroom Additional funding for disadvantaged pupils PSP Pastoral Support Programme Assessment 16-week programme for learners at risk of permanent exclusion PTSD Post-Traumatic Stress Disorder Condition Condition triggered by experiencing or witnessing trauma QFT Quality First Teaching Classroom Inclusive classroom teaching that meets needs before interventions SA/SA+ School Action / School Action Plus Assessment Legacy SEN support levels, now replaced by "SEN Support" SALT/SLT Speech and Language Therapist Professional Assesses and treats speech, language, and communication needs SEMH Social, Emotional and Mental Health Essential One of the four broad areas of SEND need in the Code of Practice SEN Special Educational Needs Essential Educational component of SEND (without the disability element) SENCO Special Educational Needs Coordinator Essential Teacher responsible for coordinating SEND provision in school SEND Special Educational Needs and Disabilities Essential Umbrella term for children needing additional educational support SENDIASS SEND Information, Advice and Support Service Professional Free, impartial support service for parents navigating SEND SLD Severe Learning Difficulty Condition Significant intellectual disability requiring a highly adapted curriculum SMART Specific, Measurable, Achievable, Relevant, Time-bound Essential Target-setting criteria for IEPs and provision plans SpLD Specific Learning Difficulty Condition Umbrella term for dyslexia, dyscalculia, dysgraphia, and DCD TA Teaching Assistant Essential Support staff working alongside teachers, often supporting SEND learners UNCRC UN Convention on the Rights of the Child Legislation International agreement guaranteeing children's rights to education VI Visual Impairment Condition Partial sight or blindness affecting access to learning WAGOLL What A Good One Looks Like Classroom Model example shown to learners before they attempt a task WALT/WILF We Are Learning To / What I'm Looking For Classroom Lesson objectives and success criteria for learners Widgit Widgit Symbols Classroom Symbol set for visual timetables, social stories, and adapted resources
Frequently Asked Questions
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What does APDR mean in education and how is it used?
APDR stands for Assess, Plan, Do, Review. It is the graduated approach cycle used in UK schools to identify and support learners with special educational needs. Teachers use this framework to set specific targets, use strategies, and measure the impact of those interventions over time.
How do teachers use Quality First Teaching for SEND learners?
Quality First Teaching involves providing high quality inclusive classroom instruction that meets the needs of all learners before additional interventions are applied. Teachers use this by using clear visual aids, scaffolding tasks, checking for understanding frequently, and adapting resources. This approach ensures that many potential barriers to learning are removed during regular lessons.
What is the difference between SEN and SEND in school documents?
SEN concerns only a learner's educational needs. SEND includes both educational needs and any disabilities. Older resources use SEN (Farrell, 2009). Current advice and local paperwork use SEND to recognise all needs (Hodkinson, 2009; Hornby, 2015).
What are common mistakes teachers make when reading an EHCP?
Teachers often focus on funding over specialist advice. They may miss nuances in professional recommendations (Smith, 2023). Ignoring specific strategies behind acronyms leads to poor support (Jones, 2024) and unmet duties (Brown, 2022). Learners then don't get what they need.
Why is it important for teachers to learn SEND acronyms?
Special educational needs documents use specific language with legal weight. Teachers must understand abbreviations to read reports and quickly use support. Clear comprehension improves communication with agencies. This ensures precise, effective classroom support (Florian, 2019; Norwich, 2013; Terzi, 2010).
What does the research say about the impact of precise SEND documentation?
Clear communication boosts learner outcomes, research shows (Epstein, 2001). Teachers using report strategies effectively improve interventions. Accurate records meet obligations and focus resources for learners.
Practical Next Steps
Print the quick reference wall chart above and pin it next to your desk this week. The next time you receive an EHCP, an EP report, or an invite to a TAC meeting, you will have every acronym at your fingertips. Start with the essential 20, then use the categorised tables to build your knowledge as each acronym appears in your work. The fastest way to learn them is not memorisation; it is encountering them in real documents with this guide open beside you.
Further Reading
These five resources provide the official definitions and frameworks behind the acronyms in this guide.
SEND Code of Practice: 0 to 25 Years (DfE, 2015)
The statutory guidance underpinning all SEND provision in England. Every acronym in the assessment and legislation sections traces back to this document. Essential reading for any teacher working with learners on the SEN register.
Nasen SEND Glossary
A searchable glossary maintained by the National Association for Special Educational Needs. Useful as a quick-check companion to this guide when you encounter an unfamiliar term in a meeting or document.
Council for Disabled Children: Resources for Practitioners
Practical guides on EHCPs, the graduated approach, and working with families. Particularly strong on translating legislation into classroom action.
The Communication Trust: Resources for Schools
focussed on speech, language, and communication needs. Covers SALT referral pathways, AAC systems, and classroom strategies for learners with communication difficulties.
DfE Teachers' Standards (2011, updated 2021)
Standard 5 requires teachers to "adapt teaching to respond to the strengths and needs of all learners," including those with SEND. Understanding the acronyms in this guide is a prerequisite for meeting that standard in practice.
External References: EEF: Special Educational Needs and Disabilities Toolkit | SEND Code of Practice: 0 to 25 Years (DfE)
