In the SEND Code of Practice (2014), need is broken down into four Broad Areas.

Communication and Interaction

This need identifies those pupils who:

• Have speech, language and communications needs
• Those who have difficulty with communicating with others
• Difficulty saying what they want to
• Understanding what is being said to them
• Difficulty understanding the social rules of communication.

Children with Autism Spectrum Disorder, including Aspersers Syndrome and Autism are likely to have particular difficulties with social interaction, difficulties with language and imagination which may impact on how they relate to others and impact on their learning.

Cognition & Learning

This need identifies those pupils who:

• Learn at a slower pace than their peers
• Learning difficulties cover a wide range if severe learning difficulties (SLD); and profound and multiple difficulties (PMLD) where pupils are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment
• Specific Learning Difficulties (SPLD) encompass a range of conditions including Dyslexia, Dyscalculia and Dyspraxia.

Social, Emotional and Mental Health Difficulties

Pupils may experience a wide range of social and emotional difficulties which appear in many ways

These can include:

• Being withdrawn or isolated;
• Challenging, disruptive or disturbing behaviour

These behaviours may reflect an underlying mental health difficulty such as:

• Anxiety
• Depression
• Self-harming
• Substance misuse
• Eating disorders
• Physical symptom that are medically unexplained
• Attention deficit disorder (ADD)
• Attention deficit hyperactive disorder (ADHD)
• Attachment disorder

Sensory and/or Physical Needs

Pupils may require special provision because they have a disability which prevents or hinders them from making use of the general facilities provided.  These can include;

• Vision impairment (VI)
• Hearing impairment (HI)
• Multi-sensory Impairment (MSI)
• Physical Disability (PD)