glossary of educational terms

thank you to everyone who added to this list
IEP: Individual Education Plan

IBP: Individual Behaviour Plan

MFL: Mordern Foreign Languages

ALS: Additional Literacy Strategy

FLS: Further Literacy Strategy

CPD - Continuing Professional Development

CELTA: Certificate in English Language Teaching to Adults. This TEFL certificate accredited by Cambridge University. This course is generally offered either on a part-time basis over several months or full-time over four weeks.

EFL: English as a Foreign Language.

ESL: English as a Second Language.

TEFL: Teaching English as a Foreign Language. There are many different TEFL certificates available and they can vary considerably in terms of quality. One highly regarded one in the CELTA (see above). Things to look out for when choosing a course include the amount of class practice time you get. A good course will give you plenty of experience actually teaching in front of a class.

TESOL: Teaching of English to Speakers of Other Languages.

EAL: English as an additional language

BSL: British Sign Language

ELSA : emotional learning support assistant

SSA - Special Support Assistant

SPLD - specific pupil learning difficulty

CLLD - Communication, Language, Learning Difficulty

HOLS: Head of Learning Support

VLP - Virtual Learning Platform

VLE - Virtual Learning Environment

BESD - behaviour Emotional and Social Dfficulties

BIP - Behaviour Improvement Plan

Chams - Child and Adolescent Mental Health Service

EBD - Emotional Behavioural Difficulties

EOTAS - Education other than at school

EPS - Educational Psychology Service

ISW - Inclusion Support Worker

JAR - Joint Area Review

HIS - Hearing Impairment Service

LSU - Learning Support Unit

LSW - Learning Support Worker

PAT - Pupil Attainment Tracking

PRU - Pupil Referral Unit

SEF - School Evaluation Framework/form

SALT - Speech and Language Therapy/Teacher

VIS - Visual Impairment Service

SEN - special educational needs

FAS Fetal Alcohol Syndrome

HIRB Hearing Impairment Resource Base

EMAT - Ethnic minority achievement team

IDP - Individual Development Plan

Assessment

This is an ongoing process that helps to determine the nature and extent of the child's difficulties; and in the planning of an educational programme best suited to meet the needs of the child.

Centile

Used to measure a child's attainment or ability against a national standard.

Code of Practice on the Identification and Assessment of S.E.N.

The purpose of the DfES's Code of Practice is to give practical guidance to LEAs and the governing bodies of all maintained schools – and to all those who help them, including the health services and social services – on the discharge of their functions under Part IV of the Education Act 1996. The Code's guidance is designed to help schools to make effective decisions. The Code offers guidance to LEAs as to the circumstances in which assessments and statements might be made.

Individual Education Plan


A detailed learning programme that is specifically designed to meet the needs of a particular child within his/her school.

Inclusion


This is the process of educating children, with or without disabilities or difficulties in learning, together in mainstream education.

Integration

A process whereby a pupils returns to mainstream schooling following a period in a special school or base or out of school altogether for a variety of reasons.

Learning Support


These are the special arrangements made to meet the needs of an individual child or young person.

Learning Support Service

Specialist teachers who assess and monitor pupils with specific learning difficulties in the areas of literacy and/or numeracy, or general language difficulties. The Service also offers advice and training to schools in these areas of need.


Note in Lieu

A note issued to the child's parents and school when, following a statutory assessment, the LEA decide not to make a statement. The note should describe the child's special educational needs, explain why the LEA will not make a statement and make recommendations about appropriate provision for the child.

Parental Responsibility


Under Section 2 of the Children Act 1989, parental responsibility falls upon:


all mothers and fathers who were married to each other at the time of the child's birth (including those who have since separated or divorced)

mothers who were not married to the father at the time of the child's birth

fathers who were not married to the mother at the time of the child's birth, but who have obtained parental responsibility either by agreement with the child's mother or through a court order.


Placement

This is the decision on which school or unit or other facility a pupil with SEN should be admitted, having taken the specific needs of the pupil into consideration.

Proposed Statement

Once the assessment procedure has been completed, if it is decided to make a statement, a "draft" statement is sent to the parents setting out the proposed arrangements to be made. Parents have 15 days from date of receipt of the proposed statement to make any comments.

Section 323 Assessment (Formal Assessment) 1996 Education Act

This is a multi-disciplinary investigation of a child's educational needs. Advice and information is sought, by the Local Authority, from the parents and from those professionals who are involved with the child e.g. teacher, doctor, therapists.


Section 332 Notification 1996 Education Act

The District Health Authority must notify the Local Education Authority of the name of the child under the age of five, who in their opinion requires or may require special educational provision on entry to school.

SENDIST Tribunal

An independent body established under the Education Act 1993 for determining appeals by parents against LEA decisions on assessments and statements. The Tribunal's decision will be binding on both parties to the appeal.

Special Educational Needs Co-ordinator


A designated teacher who has responsibility for co-ordinating a school's arrangements and provision for pupils with learning difficulties.

Statement of Special Educational Needs


Following a formal assessment under Section 323 of the 1996 Education Act, the Local Education Authority may decide to issue a Statement of Educational Needs. This is a legal document, based on the reports obtained during the formal assessment, which must describe the special educational needs of the child and state how the Local Education Authority intends to meet those needs.

Substantive Statement


Once a "draft" proposed statement has been sent to Parents and agreed by them a final Substantive Statement is issued to the Parents. This Statement becomes a legally enforceable document.

S.E.N. Annual Review

The review of a statement of special educational needs which the LEA must make within 12 months of making the statement or, as the case may be, within 12 months of the previous review.

Transition Plan


A plan which should form part of the first annual review after the child's 14th birthday, and any subsequent annual review. The purpose of the plan is to draw together information from a range of individuals within and beyond the school, in order to plan coherently for the young person's transition to adult life.

taken from Bournemouth council childrens services

• ACE
Advisory Centre for Education

• ADD
Attention Deficit Disorder

• ADHD
Attention Deficit / Hyperactivity Disorder

• ADDISS
Attention Deficit Disorder Information and Support Service

• Afasic
Organisation supporting children and young people with speech, language and
communication difficulties

• Amanuensis
Supporter who helps pupils with SEN put their thoughts onto paper

• AOT
Autism Outreach Team

• ASD
Autistic Spectrum Disorder. Pupils who may find it difficult to understand and use
non-verbal and verbal communication

• Asperger's syndrome
Pupils on the autism spectrum but have higher intellectual abilities

• ATH
Additional Teaching Hours. Peripatetic or support teacher

• BDA
British Deaf Association

• BDA
The British Dyslexic Association

• BESD
Behavioural, Emotional and Social Difficulty. Pupils whose behaviour, emotional or
social needs present a barrier to learning

• CF
Cystic Fibrosis

• CLAPA
Cleft Lip and Palate Association

• DCD
Development Co-ordination Difficulty. Also termed Dyspraxia

• Disapplication
Rules on how to display part of the National Curriculum for those with SEN

• Dyscalculia
Pupils having difficulty in acquiring mathematical skills

• Dyslexia
Pupils having a marked and persistent difficulty in learning to read, write and spell, despite progress in other areas

• Dyspraxia
Pupils with impairment of gross and fine motor skills

• EAL
English as an additional Language

• ECM
Government Green paper

• EMASS
Ethnic Minority Achievement Support Service

• EPS
Educational Psychology Service

• EWO
Educational Welfare Officer

• GEP
Group Educational Plans

• HI
Hearing Impaired

• HLTA
Higher Level Teaching Assistant

• IEP
Individual Educational Plan

• Inclusion
School provides flexible curriculum and increased capacity to meet needs of all pupils

• Integration
Where a child fits into existing school provision and curriculum
• LEA
Local Educational Authority

• MD
Muscular Dystrophy

• MLD
Moderate Learning Difficulties. Pupils whose attainments are significantly below expected levels in most areas of the curriculum

• MSI
Multi-Sensory Impairment. Pupils with complex visual and hearing difficulties

• NASEN
National Association for Special Educational Needs

• Note in Lieu
Issued following a statutory assessment, when the LEA decides not to make a statement

• Notional Budget
Combined sum of money, made up of 4% AWPU, Delegated Statement Budget and an additional amount, for SENCo’s release time, at present comprising of £6.91 for every pupil in school

• P Scales
Performance descriptors. A common basis for measuring the progress of pupils working up to level 1 in all subjects of the National Curriculum

• PD
Physical Disability

• PLASC
Pupil Level Annual Schools Census. Extensive information collected about all pupils. One section concerns information about pupils with different types of special educational needs

• PMLD
Profound and Multiple Learning Difficulties. Pupils with complex learning needs and other significant physical difficulties

• Portage
Home-based pre-school education for children with development delay, disabilities or any other special educational needs

• RNIB
Royal National Institute for the blind

• RNID
Royal National Institute for Deaf and hard of hearing people
• SA
School Action

• SA+
School Action Plus

• SALT
Speech and Language Therapist

• SEN Code of Practice
Practical guidance to LEAs and the governing bodies of all maintained schools

• SEN
Special Educational Needs

• SENA
Special Educational Needs Assessment Service

• SENCo
Special Educational Needs Co-ordinator

• SENDIST
SEN & Disability Tribunal

• SLCN
Speech, Language and Communication Needs.

• SpLD
Specific Learning Difficulties. A descriptor covering Dyslexia, Dyscalculia and Dyspraxia

• Statement of Special Educational Needs
Legally enforceable document that describes the special educational needs of the child and how these needs will be met

• Statutory Assessment
Multi-disciplinary assessment by the LEA of a child’s educational need

• SSS
Specialist Support Service

• STS
Specialist Teaching Service

• TA / LSA
Teaching Assistant / Learning Support Assistant. Interchangeable terms for support staff

• TES
Traveller Educational Service

• Transition Plan
A plan drawn up at the Annual Review of Year 9 pupils, who have learning difficulties or disabilities. Reviewed annually

• VI
Visually Impaired

• Wave 3
Specific targeted approaches for pupils with SEN

sorry if some are duplicated

CIL Child Initiated Learning