A teacher's guide on what to do about SEN concerns
This is a 9 page guide for teachers/ SENCOs/ school leaders on what to do if there is a child in their class/ school whom they suspect has special educational needs that have not yet been diagnosed. I list the most common specials needs that present in schools and the process that should be followed with regard to creating a support plan and the appropriate referral options for professional interventions such as psychology, occupational therapy, speech and language etc. I also include sample letters that the school can write to other professionals requesting assistance.
I have been a SENCO in a large urban primary school with extremely high levels of children with SEN for a number of years. There is very little that I haven't seen or experienced with regard to SEN and I have made countless referrals to outside agencies for assistance/ assessments for children with SEN. This whole area is an absolute minefield and it is often extremely confusing to teachers and parents as there are so many different services who deal with different issues and who all have different ways in which they accept referrals. This document is a collection of information that I have been told by NEPS, the SENO, occupational therapists and other professionals and which I collated into a quick reference guide for the teachers in my school for when they have a concern regarding a pupil in their class.
Please note that this is not a definitive guide or an official document on referral options for children with additional needs. This is for general information purposes and other referral pathways/ options may be available in different localities. Each child should be considered individually and a plan of action which is most appropriate to their specific needs implemented.
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