Schools and Education Overview

A child of compulsory school age or a young person has a learning difficulty or disability if they:
have a significantly greater difficulty in learning than the majority of others the same age; or

have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions;

a child under compulsory school age has Special Educational Needs if they fall within the definitions above or would do so if special Educational provision was not made for them.

Children in the groups above may be assessed for an Educational Health and Care Plan  (EHCP).
Link 1 / Link 2 / Link 3

EHCP Timeline

Special Needs Schools in Britain

Special Needs Schools in Surrey

Special Needs Schools in Hampshire

Special Needs Schools in Ghana

Incusion and Reasonable Adjustment

Inclusion is about - Placement - Acceptance- Participation - Progress -Achievement

Inclusion (National Association of Headteachers)

Inclusion is a process that maximises the entitlement of all pupils to a broad, relevant and stimulating curriculum which is delivered in an environment that will have the greatest impact on their learning. All schools, whether special or mainstream should reflect a culture in which the institution adapts to meet the needs of its pupils and is provided with the resources to make this happen. Inclusive schooling is essential to the development of an inclusive society.  It involves having an education service that ensures provision and funding is there to enable pupils to be educated in the most appropriate setting.

Inclusion (The Autism Education Trust)

School inclusion is a process of including and educatng a pupil within a school (mainstream or special) where the school is able to recognise and assess the pupil's particular needs and is willing and able to be flexible in how the curriculum is delivered, and to adapt the routines and physical environment the pupil is expected to operate within. Particular attention is given to the relationships the pupil is enabled to develop with other pupils (With or without Autism), both within and outside the school, and the potential benefits to other pupils and staff.

Reasonable Adjustment

Under the Equality Act, Educational Institutions and other providers have a duty to make reasonable adjustments for individuals with Special Needs and Disability. More information on schools is available in;
Reasonable Adjustment for Disabled Pupils:Guidance for schools in England.

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Some SEND Professionals and what they do:

  • General Practitioner
  • Health Visitor
  • Paediatrician
  • Clinical Psychologist
  • Educational Psychologist
  • Physiotherapist
  • Psychiatrist
  • Portage worker
  • Special Educational Needs Co-ordinator
  • Social Worker
  • Early Years Advisor
  • Early Years Co-ordinator
  • Speech Therapists
  • Occupational Therapist
  • Drama Therapist
  • Music Therapist
  • Art Therapist
  • Educational Therapist
  • Specialist Disability Nurse
  • Special Needs Teacher
  • Teaching support worker
  • Inclusion Support Worker
  • Home-School link worker
  • Dentist
  • Dietitian/Nutritionist  

Good Schools Guide
Ni Direct
A-Z of SEN Professionals
The Ultimate Teacher Resource Guide 

Resources for Professionals

Teaching Resources
What is a Social Story?
Books Beyond Words
Sparkle Box
Learning Resources
TTS Group
IDA Learning
Early Learning
Outdoor Learning
Total Sensory
Special Needs Toys
Sensory Needs
Attention Autism
Sandbox Learning
Hobby Craft
99p shop

Professionals: Behaviour Management Tips

Behaviour Management Strategies
Behaviour Management with Children with ADHD
Behaviour Management
NQT Special Strategies for managing Behaviour

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