SEND Acronyms Decoded: Every Abbreviation Teachers Need

SEND Acronyms Decoded: Every Abbreviation Teachers Need - educational concept illustration

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May 20, 2026

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...

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In this article

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. The term describes a structured process for turning evidence into a classroom decision, not a label on its own.

SEND acronyms are short terms used in England's special educational needs and disabilities system. They name legal documents, professional roles, assessment cycles, services and categories of need. For example, EHCP means Education, Health and Care Plan, and APDR means Assess, Plan, Do, Review (Department for Education, 2015; Department for Education, 2023).

SEND Acronyms Decoded: Every Abbreviation Teachers Need infographic explaining what it is and the key characteristics for send learners — SEND Support Tiers

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Evidence Rating: Load-Bearing Pillars

Emerging (d<0.2)

Promising (d 0.2-0.5)

Robust (d 0.5+)

Foundational (d 0.8+)

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Key Takeaways

Mastering the essential SEND acronyms well 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 important for developing foundational competence and confidence in navigating the complex UK special educational needs system.
The system 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 useful for developing effective multi-agency collaboration and ensuring full learner support. Misinterpretations or a lack of familiarity with terms like TAC, TAF, or MASH can create specific communication barriers between educators, health professionals, and social care, potentially delaying or compromising the provision of timely support for learners. This shared lexicon facilitates clear information exchange and coordinated interventions.
Proficiency in SEND acronyms supports 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. This knowledge translates directly into targeted and effective classroom support.

The SEND Support Ecosystem: Key Players & Documents infographic for teachers — The SEND Support Network: Key Players & Documents

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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. Use it as a starting point for professional discussion: identify the learner's current need, record evidence from more than one lesson, and agree the next classroom adjustment with the SENCO or family.

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.

It can vary across settings and contexts, so it is often misunderstood and needs clear explaining. When teachers use a strengths-based view and focus on what learners *can* do, they can design better instruction. A deficit-based model can lower expectations by mistake. By contrast, inclusive pedagogy emphasises what learners can do and pushes teachers to extend rather than restrict opportunities.

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 support learners with SEND to achieve their full potential.

Quality First Teaching (QFT) is the foundation of fairness in the classroom (Florian & Black-Hawkins, 2011). High-quality, inclusive core teaching helps every learner. It also reduces the need for later targeted interventions. Effective QFT responds to individual differences while keeping a shared learning experience open to all.

Child and Adolescent Mental Health Services (CAMHS) are under specific pressure. At the same time, schools are increasingly expected to support learners with mental health needs. Teachers report feeling under-resourced to meet this demand, and Weare (2015) highlights the importance of whole-school approaches to promoting mental wellbeing. Humphrey (2013) critically examines social and emotional learning programmes and argues that consistent, school-wide implementation matters more than the choice of any specific programme.

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, although Norwich and Eaton (2014) caution that changing the label does not by itself change assessment, teaching or exclusion practice	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.

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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. Use it as a starting point for professional discussion: identify the learner's current need, record evidence from more than one lesson, and agree the next classroom adjustment with the SENCO or family.

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 can show as inattention, hyperactivity and impulsivity. CAMHS or a paediatrician makes the diagnosis.

The older label "Attention Deficit Disorder" was used for children who mainly show inattention. Barkley (2014) reviewed this presentation. He argued that it is better described as Sluggish Cognitive Tempo (SCT) or Concentration Deficit Disorder (CDD). This is a distinct profile that includes daydreaming, appearing confused and slow information processing, and it overlaps with but is separable from the inattentive presentation of ADHD.

Profound and Multiple Learning Difficulties (PMLD) can strongly affect a learner's experience in school. They also create specific teaching challenges. Effective strategies need careful thought about each learner's sensory, communication and physical needs. This draws on the inclusive-pedagogy framework of Florian and Black-Hawkins (2011) and the Universal Design for Learning principles of Rose and Meyer (2002).

Pathological Demand Avoidance (PDA) can disrupt classroom engagement. Learners with a PDA profile often find everyday demands hard to follow. They may also struggle to process social information and manage transitions. Effective practice draws on autism research (Baron-Cohen, 1995; Happé, 1999) and on the executive function profile work of Ozonoff and Jensen (1999), using strategies that reduce direct demand, offer choice, and lower social pressure.

Trauma affects learners and can change concentration, emotional control, and behaviour (APA, 2013). It can be triggered by experiences or by witnessing events (van der Kolk, 2014). Perry (2009) shows that trauma changes brain function. When teachers understand this, they can support learners more effectively.

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 well below age-related expectations across most areas of the curriculum	Simplified language, concrete resources, overlearning, smaller step targets
SLD	Severe Learning Difficulty	specific 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.

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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. Use it as a starting point for professional discussion: identify the learner's current need, record evidence from more than one lesson, and agree the next classroom adjustment with the SENCO or family.

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.

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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 barriers to learning and emotional challenges. Psychologists get involved in EHCA processes and complex cases. They help when support in school has led to limited progress (DfE, 2015).

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

SEND Acronyms Decoded: Every Abbreviation Teachers Need infographic showing the steps to APDR, Graduated Approach, and SEND Support for teachers — The APDR Cycle: How Support Plans Evolve

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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 specifically on learners with disabilities.

The Warnock Report (1978) shaped SEND policy. It introduced the term "special educational needs." The report recommended integrating learners with disabilities in mainstream schools (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.

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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. Use it as a starting point for professional discussion: identify the learner's current need, record evidence from more than one lesson, and agree the next classroom adjustment with the SENCO or family.

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 can signal economic hardship. It prompts pupil premium funding, and schools track it when they look at attainment gaps. Free School Meals eligibility is also a common proxy for socio-economic disadvantage. It is linked to persistent attainment gaps in national assessment data published by the Department for Education.

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 learners (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.

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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. Use it as a starting point for professional discussion: identify the learner's current need, record evidence from more than one lesson, and agree the next classroom adjustment with the SENCO or family.

The Common Assessment Framework / Early Help Assessment (CAF/EHA) is a shared assessment for families who need help from more than one service. Agencies use it together to spot needs early. They can then plan the right support for learners and their families, in line with the multi-agency expectations of the SEND Code of Practice (DfE, 2015) and the Working Together to Safeguard Children statutory framework.

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 bring together professionals who work with a learner. These multi-agency assessments help them coordinate support. Multi-agency working improves how support is planned around the learner. It is also a core expectation of the SEND Code of Practice (DfE, 2015).

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 well 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 learners
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	specific 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

Person, Paper, or Policy? A Quick-Reference Guide infographic for teachers — Person, Paper, or Policy? A Quick-Reference Guide

Written by the Structural Learning Research Team

Reviewed by Paul Main, Founder & Educational Consultant at Structural Learning

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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.

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How do teachers use Quality First Teaching for SEND learners?

Quality First Teaching means high quality, inclusive teaching for all learners before extra interventions are added. Teachers do this with clear visual aids, scaffolded tasks, frequent checks for understanding, and adapted resources. This removes many barriers to learning during regular lessons.

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What is the difference between SEN and SEND in school documents?

SEN refers to educational needs. SEND includes both educational needs and any linked disabilities. Older policy documents use "SEN". The current statutory framework, the SEND Code of Practice: 0 to 25 years (DfE, 2015), uses "SEND" to recognise both elements together.

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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. Ignoring specific strategies behind acronyms leads to poor support and unmet duties. Learners then don't get what they need.

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Why is it important for teachers to learn SEND acronyms?

Teachers need to read SEND reports quickly and put support in place promptly. Clear comprehension helps teachers communicate with families and other agencies. It also supports precise, effective classroom adjustments. This draws on the inclusive-education framework set out in the SEND Code of Practice (DfE, 2015) and the inclusive-pedagogy principles of Florian and Black-Hawkins (2011).

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What does the research say about the impact of precise SEND documentation?

Research shows that clear communication improves learner outcomes (Epstein, 2001). When teachers use report strategies well, they can improve interventions. Accurate records also meet obligations and help focus resources for learners.

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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.

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Limitations and Critiques

A SEND acronym glossary is useful, but it cannot make unclear provision lawful or fair. The Lamb Inquiry showed that families lose trust when the SEN system feels opaque, defensive or hard to challenge (Lamb, 2009). Acronyms may speed professional discussion, but they can also exclude parents from decisions about assessment, funding and placement.

There are also limits to the learning theory often used around SEND teaching. Vygotsky (1978) gives teachers a strong rationale for scaffolding, but the zone of proximal development is difficult to measure consistently. It came from cultural historical theory, not large classroom trials, so teachers need local evidence from APDR cycles as well as theory.

Karpicke (2008) shows that retrieval strengthens later recall, yet much retrieval research uses controlled tasks that do not match complex SEND classrooms. Learners with language needs, anxiety, trauma or working memory difficulties may need extra cueing, reduced threat and alternative response modes before retrieval practice is fair.

Finally, SEND categories carry cultural and methodological risks. Strand and Lindsay (2009) found ethnic disproportionality in SEN identification in England, and Norwich and Eaton (2014) warned that moving from BESD to SEMH does not by itself change practice. Despite these limits, SEND acronyms still have enduring value when teachers use them as precise routes into evidence, provision and family dialogue.

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References

Karpicke, J. (2008). The critical importance of retrieval for learning.

Vygotsky, L. (1978). Mind in society: The development of higher psychological processes.

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