Updated on
February 26, 2026
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February 26, 2026
Complete glossary of SEND acronyms for UK teachers. Covers EHCP, APDR, CAMHS, EP, SALT, SENCO, and 80+ abbreviations with plain English explanations and classroom context.
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 decodes every abbreviation you will encounter in UK special educational needs provision, grouped by category and explained in plain English with classroom context.
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.
| 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 | The educational component of SEND (without the disability element); still widely used in older documents | 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 pupil 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 | High-quality, inclusive classroom teaching that meets the needs of all learners before any additional intervention | 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 | NHS services providing assessment and treatment for children with social, emotional and mental health difficulties | 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 pupils with SEND | Timetables, EHCP provision, intervention groups |
| LSA | Learning Support Assistant | Another title for a TA, sometimes used when the role is specifically SEND-focused | 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.
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.
| Acronym | Full Term | Explanation | In Your Classroom |
|---|---|---|---|
| ASD/ASC | Autism Spectrum Disorder / Autism Spectrum Condition | A neurodevelopmental condition affecting social communication, interaction, and flexibility of thinking. ASC is now preferred as it avoids the word "disorder" | Visual timetables, clear instructions, reduced sensory input, predictable routines |
| ADHD | Attention Deficit Hyperactivity Disorder | A neurodevelopmental condition characterised by inattention, hyperactivity, and impulsivity. Diagnosed by CAMHS or a paediatrician | Movement breaks, chunked tasks, fidget tools, seating near the teacher |
| ADD | Attention Deficit Disorder | An older term for the predominantly inattentive presentation of ADHD (without hyperactivity). Still used informally | These pupils often appear daydreamy rather than disruptive; 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 | Complex needs across multiple areas, including physical disability and sensory impairment alongside severe intellectual disability | Specialist equipment, sensory rooms, switch-access technology, 1:1 or 2:1 support |
| PDA | Pathological Demand Avoidance | A behavioural profile associated with autism where the child experiences extreme anxiety around everyday demands | 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 | A condition triggered by experiencing or witnessing a traumatic event; affects concentration, emotional regulation, and behaviour | 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 pupil 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 pupil'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.
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.
A practical example: when your SENCO asks you to "update the APDR cycle on the IEP using SMART targets before the TAC meeting," they are asking you to review the assess, plan, do, review cycle, update the individual education plan with specific and measurable targets, and 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 pupil'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 "Pupil Profiles" instead, but IEP remains widely understood. |
| IBP | Individual Behaviour Plan | Similar to an IEP but focused specifically on behaviour targets and strategies. Common for pupils with SEMH needs. |
| PSP | Pastoral Support Programme | A structured 16-week programme for pupils 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 pupils 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 pupils working below the level of the national curriculum. Largely replaced by the Pre-Key Stage Standards but still referenced in some settings. |
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 pupil is struggling with pencil grip and letter formation, the relevant professional is an OT, not a SALT. If a Year 6 pupil is refusing to speak in class but speaks freely at home, a SALT with selective mutism expertise is the appropriate referral, not an EP.
| Acronym | Full Term | Role and When They Get Involved |
|---|---|---|
| EP | Educational Psychologist | Assesses cognitive ability, learning barriers, and emotional needs. Involved during EHCA, complex cases, and when school-level interventions have not produced sufficient progress. |
| 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 | NHS services providing diagnosis and treatment for mental health conditions. Involved for anxiety, depression, self-harm, eating disorders, and neurodevelopmental assessments (ADHD, autism). |
| 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 pupils with EBSA. |
| VI Teacher | Visual Impairment Teacher | A qualified teacher of children with visual impairment. Provides specialist advice on access, resources, and environmental adaptations. Mandatory involvement for pupils with VI on the SEN register. |
| HI Teacher | Hearing Impairment Teacher | A qualified teacher of the deaf. Advises on hearing technology, acoustic environments, and communication strategies. Mandatory involvement for pupils with HI. |
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 says their child's rights under the Equality Act are not being met, they are referencing the EA 2010 duty to make reasonable adjustments. Knowing this means you can immediately check whether your school has documented the adjustments in place and evidenced the decision-making process.
| 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 pupils and prevents discrimination. Applies to all schools, including academies and independent schools. |
| UNCRC | United Nations Convention on the Rights of the Child | The international agreement guaranteeing children's rights to education, health, and protection. Article 23 specifically addresses children with disabilities. |
| 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) | The landmark report that introduced the concept of "special educational needs" and recommended integrating children with disabilities into mainstream schools. Shaped every subsequent SEND policy. |
| 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. |
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.
For example, when writing an IEP target for a Reception pupil, you need to know that GLD means Good Level of Development (the EYFS expected standard), that PECS is a picture-based communication system used by non-verbal children, and that AAC covers any alternative communication method from sign language to eye-gaze technology.
| 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 pupils because it shows you immediately if they have understood. |
| WAGOLL | What A Good One Looks Like | A model example shown to pupils before they attempt a task. Particularly helpful for SEND pupils 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 pupils. Helps SEND pupils 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 pupils 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 pupils also qualify. Your school must publish how PP is spent. |
| FSM | Free School Meals | An indicator of economic disadvantage. FSM eligibility triggers Pupil Premium funding and is tracked for attainment gap analysis. |
| ARE | Age Related Expectations | The standard a pupil is expected to reach for their age. SEND pupils 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 pupil's specific AAC system. |
| BSL | British Sign Language | A full language used by deaf pupils and adults. If a pupil 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. |
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.
| 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 pupil 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 pupils and adults in the UK |
| CAF/EHA | Common Assessment Framework / Early Help Assessment | Assessment | Multi-agency assessment for families needing support from several services |
| CAMHS | Child and Adolescent Mental Health Services | Professional | NHS mental health services for children and young people |
| CFA 2014 | Children and Families Act 2014 | Legislation | Primary SEND legislation introducing EHCPs and extending provision to age 25 |
| 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 | Pupils 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-focused plan with specific targets and strategies |
| IEP | Individual Education Plan | Assessment | Document with SMART targets for a pupil 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-focused (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 pupils 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 pupils 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 pupils |
| TAC/TAF | Team Around the Child / Team Around the Family | Assessment | Multi-agency meeting with all professionals involved with a child |
| 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 pupils before they attempt a task |
| WALT/WILF | We Are Learning To / What I'm Looking For | Classroom | Lesson objectives and success criteria for pupils |
| Widgit | Widgit Symbols | Classroom | Symbol set for visual timetables, social stories, and adapted resources |
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 within arm's reach. 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.
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 pupils 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
Focused on speech, language, and communication needs. Covers SALT referral pathways, AAC systems, and classroom strategies for pupils 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 pupils," including those with SEND. Understanding the acronyms in this guide is a prerequisite for meeting that standard in practice.
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 decodes every abbreviation you will encounter in UK special educational needs provision, grouped by category and explained in plain English with classroom context.
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.
| 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 | The educational component of SEND (without the disability element); still widely used in older documents | 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 pupil 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 | High-quality, inclusive classroom teaching that meets the needs of all learners before any additional intervention | 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 | NHS services providing assessment and treatment for children with social, emotional and mental health difficulties | 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 pupils with SEND | Timetables, EHCP provision, intervention groups |
| LSA | Learning Support Assistant | Another title for a TA, sometimes used when the role is specifically SEND-focused | 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.
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.
| Acronym | Full Term | Explanation | In Your Classroom |
|---|---|---|---|
| ASD/ASC | Autism Spectrum Disorder / Autism Spectrum Condition | A neurodevelopmental condition affecting social communication, interaction, and flexibility of thinking. ASC is now preferred as it avoids the word "disorder" | Visual timetables, clear instructions, reduced sensory input, predictable routines |
| ADHD | Attention Deficit Hyperactivity Disorder | A neurodevelopmental condition characterised by inattention, hyperactivity, and impulsivity. Diagnosed by CAMHS or a paediatrician | Movement breaks, chunked tasks, fidget tools, seating near the teacher |
| ADD | Attention Deficit Disorder | An older term for the predominantly inattentive presentation of ADHD (without hyperactivity). Still used informally | These pupils often appear daydreamy rather than disruptive; 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 | Complex needs across multiple areas, including physical disability and sensory impairment alongside severe intellectual disability | Specialist equipment, sensory rooms, switch-access technology, 1:1 or 2:1 support |
| PDA | Pathological Demand Avoidance | A behavioural profile associated with autism where the child experiences extreme anxiety around everyday demands | 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 | A condition triggered by experiencing or witnessing a traumatic event; affects concentration, emotional regulation, and behaviour | 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 pupil 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 pupil'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.
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.
A practical example: when your SENCO asks you to "update the APDR cycle on the IEP using SMART targets before the TAC meeting," they are asking you to review the assess, plan, do, review cycle, update the individual education plan with specific and measurable targets, and 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 pupil'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 "Pupil Profiles" instead, but IEP remains widely understood. |
| IBP | Individual Behaviour Plan | Similar to an IEP but focused specifically on behaviour targets and strategies. Common for pupils with SEMH needs. |
| PSP | Pastoral Support Programme | A structured 16-week programme for pupils 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 pupils 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 pupils working below the level of the national curriculum. Largely replaced by the Pre-Key Stage Standards but still referenced in some settings. |
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 pupil is struggling with pencil grip and letter formation, the relevant professional is an OT, not a SALT. If a Year 6 pupil is refusing to speak in class but speaks freely at home, a SALT with selective mutism expertise is the appropriate referral, not an EP.
| Acronym | Full Term | Role and When They Get Involved |
|---|---|---|
| EP | Educational Psychologist | Assesses cognitive ability, learning barriers, and emotional needs. Involved during EHCA, complex cases, and when school-level interventions have not produced sufficient progress. |
| 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 | NHS services providing diagnosis and treatment for mental health conditions. Involved for anxiety, depression, self-harm, eating disorders, and neurodevelopmental assessments (ADHD, autism). |
| 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 pupils with EBSA. |
| VI Teacher | Visual Impairment Teacher | A qualified teacher of children with visual impairment. Provides specialist advice on access, resources, and environmental adaptations. Mandatory involvement for pupils with VI on the SEN register. |
| HI Teacher | Hearing Impairment Teacher | A qualified teacher of the deaf. Advises on hearing technology, acoustic environments, and communication strategies. Mandatory involvement for pupils with HI. |
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 says their child's rights under the Equality Act are not being met, they are referencing the EA 2010 duty to make reasonable adjustments. Knowing this means you can immediately check whether your school has documented the adjustments in place and evidenced the decision-making process.
| 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 pupils and prevents discrimination. Applies to all schools, including academies and independent schools. |
| UNCRC | United Nations Convention on the Rights of the Child | The international agreement guaranteeing children's rights to education, health, and protection. Article 23 specifically addresses children with disabilities. |
| 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) | The landmark report that introduced the concept of "special educational needs" and recommended integrating children with disabilities into mainstream schools. Shaped every subsequent SEND policy. |
| 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. |
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.
For example, when writing an IEP target for a Reception pupil, you need to know that GLD means Good Level of Development (the EYFS expected standard), that PECS is a picture-based communication system used by non-verbal children, and that AAC covers any alternative communication method from sign language to eye-gaze technology.
| 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 pupils because it shows you immediately if they have understood. |
| WAGOLL | What A Good One Looks Like | A model example shown to pupils before they attempt a task. Particularly helpful for SEND pupils 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 pupils. Helps SEND pupils 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 pupils 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 pupils also qualify. Your school must publish how PP is spent. |
| FSM | Free School Meals | An indicator of economic disadvantage. FSM eligibility triggers Pupil Premium funding and is tracked for attainment gap analysis. |
| ARE | Age Related Expectations | The standard a pupil is expected to reach for their age. SEND pupils 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 pupil's specific AAC system. |
| BSL | British Sign Language | A full language used by deaf pupils and adults. If a pupil 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. |
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.
| 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 pupil 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 pupils and adults in the UK |
| CAF/EHA | Common Assessment Framework / Early Help Assessment | Assessment | Multi-agency assessment for families needing support from several services |
| CAMHS | Child and Adolescent Mental Health Services | Professional | NHS mental health services for children and young people |
| CFA 2014 | Children and Families Act 2014 | Legislation | Primary SEND legislation introducing EHCPs and extending provision to age 25 |
| 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 | Pupils 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-focused plan with specific targets and strategies |
| IEP | Individual Education Plan | Assessment | Document with SMART targets for a pupil 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-focused (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 pupils 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 pupils 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 pupils |
| TAC/TAF | Team Around the Child / Team Around the Family | Assessment | Multi-agency meeting with all professionals involved with a child |
| 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 pupils before they attempt a task |
| WALT/WILF | We Are Learning To / What I'm Looking For | Classroom | Lesson objectives and success criteria for pupils |
| Widgit | Widgit Symbols | Classroom | Symbol set for visual timetables, social stories, and adapted resources |
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 within arm's reach. 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.
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 pupils 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
Focused on speech, language, and communication needs. Covers SALT referral pathways, AAC systems, and classroom strategies for pupils 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 pupils," including those with SEND. Understanding the acronyms in this guide is a prerequisite for meeting that standard in practice.
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