Help Centre
Clarifying Misunderstandings About SEN
At Defining Dyslexia, we are committed to dispelling the myths that cloud the understanding of Special Educational Needs (SEN). It is essential to provide clear, factual information to combat misconceptions surrounding conditions such as dyslexia. Many often believe that dyslexia is merely a lack of intelligence, or that it can be outgrown, which could not be further from the truth. Our aim is to enlighten and educate, ensuring that every individual understands the realities of SEN and the support available.
My child’s primary school doesn’t think he has needs, what can I do?
We suggest you organise a meeting with the SENCO at the school. Provide whatever evidence you have from your own resources to support your conversation.
If it's a mainstream school, remind them of their duties under the SEND Code of Practice 2015 to identify and arrange support for children with SEND. Refer to their own SEND policy which should document how SEN is identified and also point to the Local Offer on the approach taken.
You can’t get an EHCP for a child with dyslexia?
Dyslexia is a special educational need and as such, may require specialist educational provision to be made to support the child or young person over and above what is available within the typical mainstream resources.
This might include specialist teaching, a high level of support from a TA, or a specialist setting. Each case is an individual one. This would then require an EHCP. Dyslexia is also considered a disability under the Equality Act 2010 and therefore, depending on the scale of need, a school will be required to make reasonable adjustments to ensure that the child or or young person is not disadvantaged compared to his or her peers.
The school needs to spend £6K before you can apply for an EHCP
No this is not accurate. The legal threshold contained in Section 36 (8) of the Children and Families Act 2014 does not require that the school spends £6,000 before you can apply for an EHC needs assessment.
However most schools are asked to show a provision map of all the support they have priovded (mianly to look at have they covered all areas of need).
If you receive a refusal to assess where this is stated, the LA has applied a higher level criteria to its decision-making which would not be a lawful reason to refuse.
EHC Needs Assessments – your child has to have a diagnosis and done 3 cycles of assess-plan-do-review before you can apply for an EHC needs assessment
No. This is not the case. A child or young person does not need to have received a formal diagnosis in order to get support from a school or apply for an EHC needs assessment.
That might be a LA policy, but it’s not law. The legal threshold identifies only 2 criteria that the LA must consider when deciding whether or not to assess: may your child have needs, and may special educational provision be necessary.
What is a Graduated Approach?
Graduated approach
The Graduated Approach refers to the system of SEN support within mainstream settings. It is the system by which schools should assess the needs of children and young people and then provide appropriate support.
The system should follow four stages, often referred to as a ‘cycle’: Assess, Plan, Do, Review.
This cycle should not be considered a single process. It provides a continuous cycle of assessment as children’s strengths and needs develop and change.
The four-stage approach is as follows:
- Assess: The class teacher or subject teacher (working with the SENCO) is responsible for carrying out a clear analysis of a pupil’s needs, drawing on teacher assessments and experience of the pupil.
- Plan: Where it is decided to provide a pupil with SEN Support, the parents must be notified. All teachers and support staff who work with a pupil should be made aware of their needs, the outcomes sought, the support provided and any teaching strategies that are required.
- Do: The planned interventions should then be put into place. The class or subject teacher should work closely with any teaching assistants or specialist staff involved and the SENCO should support the class or subject teacher.
- Review: Reviews should take place and inform feed back into the analysis of the child’s needs. The Code of Practice suggests schools should meet with parents three times a year. Good practice would indicate that such reviews will be at least termly. The decision to involve specialists can be taken at any time and should always involve parents
If, despite support being provided in this way, a child or young person is not making expected progress, and requires more support than the notional SEND budgets within the school, then an EHCP may be required
The school and parents or young person are able to make the request for an EHC needs assessment. Parents will find more information on their LA’s Local Offer website.
Need more support?
Get in Touch for Tailored Support
E-mail: definingdyslexia@outlook.com
We operate virtually across the UK, providing accessible support wherever you are. For in-person appointments, we serve Sheffield, Peterborough, and the surrounding areas—contact us to learn more!
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