The international context for SEND
English as an additional language (EAL) is not classified as Special Educational Needs & Disability (SEND). EAL learners may face learning challenges, but these are related to language acquisition not cognitive or developmental disabilities. A range of strategies and supports are used in English schools to help children improve their English language skills. However, there are EAL learners who also have special educational needs and disabilities.
Key international differences in SEND
The process for assessing, diagnosing and supporting children with special educational needs and disabilities varies from one country to another. Here are some key differences to consider:
Terminology
The terms used in other countries may not directly correspond to terminology used in England.
In England, there are four main SEND categories:
1. Cognition and Learning
This includes specific and general learning difficulties. For example, difficulties with working memory, understanding, organising and specific difficulties in reading, writing, spelling, and learning their times tables.
2. Communication and Interaction
This covers challenges with speech, language, and social communication, including conditions like autism spectrum condition (ASC) and speech and language impairments.
3. Social, Emotional, and Mental Health (SEMH)
This category covers a range of emotional and behavioural difficulties, such as anxiety, depression, and attention deficit hyperactivity disorder (ADHD).
4. Sensory and Physical Needs
This includes physical disabilities, sensory impairments (for example, visual or hearing impairments), and other medical conditions that affect a child's ability to access education.
Children often experience overlapping conditions across the four main categories.
The assessment process
Methods and procedures for identifying and assessing SEND can look very different here in England to your home country. Some countries rely on standardised assessments carried out by a paediatrician, others involve clinicians or educational specialists. Some countries use a combination of both. Time frames for assessment also vary internationally.
Some countries only require one visit to a SEND specialist to obtain a diagnosis. In England a diagnosis may take much longer. For a child with English as an additional language, finding the most culturally and linguistically appropriate assessment pathways is an additional consideration. Assessments are best carried out in educational settings. They often involve a multi-agency approach involving agencies from education and sometimes health.
Legal frameworks
Every country has its own legislation and policies governing SEND, the child’s rights and entitlements and levels of support available.
In England, there are two levels of support:
- SEN support
- Education Health Care Plan (EHCP).
SEN support is for children who need extra help but do not require the extensive provisions outlined in an EHCP. For children at the level of SEN Support, teachers produce an Individual Education Plan (IEP). The IEP helps to address needs through tailored strategies and resources within the mainstream classroom.
Inclusive education
In England, inclusive education for children with SEND aims to provide equal access to learning for all children. It also aims to fully integrate children with SEND into mainstream schools whenever possible. This aligns with international goals for equity and accessibility. Many children with an EHCP are successfully educated in mainstream schools in England.
Access to support services
The range and availability of support services and eligibility criteria is another key difference between countries. In England, access to educational support, child therapies (for example, Speech and Language or Occupational Therapies) apply strict eligibility factors. Your child may be receiving certain services in your home country, but these may not be available in England, or your child may not be eligible. View the range of services available.