JARGON BUSTER | The Chance Hub

We know the Special Educational Needs and Disabilities (SEND) world can feel like learning a whole new language — and nobody hands you a dictionary when you arrive. It’s overwhelming, especially when you’re already trying to support your child day‑to‑day.

That’s why this page exists: to break down the most common SEND terms into clear, human language.

As new words, acronyms and processes appear (and they always do), we’ll keep adding them here. If we’ve missed anything, or if there’s a term you’d like explained, please let us know.

Your feedback doesn’t just help us — it helps other parents, carers, professionals and employers understand the SEND world with more clarity and compassion.

Together, we can make this language easier for everyone to understand.

A - C

ADHD

Attention Deficit Hyperactivity Disorder. A condition affecting focus, attention, and impulse control.

What this really means for you: Your child isn’t being “naughty” or “not trying”. Their brain works differently. They may need movement, shorter instructions, and adults who understand that focus is not a choice — it’s a challenge.

ASC / ASD

A developmental difference affecting communication, social interaction, sensory processing, and how a person experiences the world. This term is used primarily for making an official diagnosis, and not to describe the person.

What this really means for you:

Your child isn’t broken or difficult — they’re autistic. Their brain processes the world differently, and with the right support, they can thrive. They may need predictability, sensory safety, and adults who understand their communication style. Autism is not something to “fix”; it’s something to understand and support.

Annual Review

A yearly meeting to check whether a child’s EHCP is still meeting their needs.

What this really means for you:

This is your chance to say what’s working, what isn’t, and what needs to change. You are allowed to bring notes, evidence, and someone with you. You are allowed to disagree.

AP (Alternative Provision)

Education outside mainstream school for children who need a different environment.

What this really means for you:

If school isn’t working, this can be a lifeline. It’s not a punishment. It’s a different route to learning, safety, and stability.

CAMHS

Child and Adolescent Mental Health Services. Support for children with emotional or mental health needs.

What this really means for you:

Waiting lists can be long. You are not failing if your child needs help. You can ask school, GP, or Early Help for support while you wait.

CIN Plan

Child in Need Plan. Support for families where extra help is needed but safeguarding thresholds aren’t met.

What this really means for you:

This is not a judgement on your parenting. It’s a way to get coordinated support — but you should always feel respected, not monitored.

CYP

Children and Young People.

What this really means for you:

Professionals may use this instead of “children” — but it still means your child.

D - F

DLA

Disability Living Allowance. A benefit to help with the extra costs of caring for a disabled child.

What this really means for you:

You are not “claiming charity”. You are accessing support you are entitled to. The form is long because the system is complicated — not because your child’s needs aren’t real.

DSP / SRP

Designated Specialist Provision / Specialist Resource Provision. A specialist unit attached to a mainstream school.

What this really means for you:

Your child can get specialist teaching while still being part of a mainstream community. It’s a middle ground between mainstream and special school.

Early Help

Support offered before needs escalate. Usually voluntary.

What this really means for you:

You don’t have to wait for crisis. You can ask for help early — and you deserve it.

EHCP

Education, Health and Care Plan. A legal document describing a child’s needs and the support they must receive.

What this really means for you:

This is your child’s safety net. Schools must follow it. You can request one yourself — you don’t need the school’s permission.

EOTAS

Education Other Than At School. When a child’s education is delivered outside a school setting.

What this really means for you:

If school is unsafe or unsuitable, this can be a personalised, therapeutic, child‑centred alternative — and it is legally recognised.

EP

Educational Psychologist. A professional who assesses learning, cognition, and emotional needs.

What this really means for you:

Their report can open doors to support. You can ask questions, request clarity, and challenge anything that doesn’t feel right.

G - I

Graduated Response

A cycle of “assess, plan, do, review” used by schools to support children before an EHCP.

What this really means for you:

School should be trying different strategies, reviewing them, and involving you. If nothing changes, you’re allowed to ask why.

High Needs Funding (HNF)

Extra funding for children who need more support than a school’s usual budget covers.

What this really means for you:

Your child’s support shouldn’t depend on goodwill or stretched resources. This funding exists to meet their needs — not to be rationed.

Inclusion

Ensuring children with SEND can participate fully in school life.

What this really means for you:

Your child should not be left out, isolated, or treated as an afterthought. Inclusion is a right, not a favour.

Intervention

A specific piece of support, such as speech therapy or small‑group work.

What this really means for you:

You should know what the intervention is, who delivers it, how often, and how progress is measured. Vague promises aren’t enough.

J - M

Local Offer

A website run by your local authority listing SEND services, support, and information.

What this really means for you:

It should be clear, up‑to‑date, and easy to use. If it isn’t, you’re allowed to say so — and ask for help finding what you need.

MLD / SLD / PMLD

Moderate, Severe, or Profound and Multiple Learning Difficulties.

What this really means for you:

These labels describe learning profiles, not potential. They don’t define your child’s future, personality, or worth.

Mainstream School

A general school (not specialist) where most children are educated.

What this really means for you:

Your child has the right to be there — and the right to be supported there.

Mediation

A meeting to resolve disagreements about SEND decisions without going to tribunal.

What this really means for you:

You don’t have to agree to anything you’re uncomfortable with. You can bring someone with you. You can still go to tribunal afterwards.

N - P

Neurodivergent

A term describing people whose brains work differently (e.g., autism, ADHD, dyslexia).

What this really means for you:

Your child isn’t “wrong” — they’re wired differently. Their strengths and challenges are part of who they are, not something to fix.

OT (Occupational Therapy)

Support for everyday skills like handwriting, motor skills, or sensory regulation.

What this really means for you:

If your child struggles with daily tasks, this isn’t laziness — it’s a skill gap. OT can make life easier and calmer for everyone.

Parent Carer Forum (PCF)

A group representing the voices of local SEND families.

What this really means for you:

You’re not alone. There are other parents who understand and can help you feel heard.

PEP

Personal Education Plan for children in care.

What this really means for you:

If your child is looked after, this ensures their education is protected and prioritised.

PIP — Personal Independence Payment

A benefit for people aged 16+ who need extra help with daily living or mobility because of a disability or long‑term health condition.

What this really means for you:

When your child turns 16, support doesn’t stop — it changes. PIP can help with the real‑life costs of disability, from transport to care needs. It’s not based on income, and it’s not something to feel guilty about. It’s recognition of the extra challenges your young person faces.

Provision

The support, strategies, therapies, or interventions written into an EHCP or provided by a school.

What this really means for you:

Provision should be clear, specific, and actually delivered — not vague promises. You should know what your child is getting, how often, by whom, and how progress will be measured. If it’s written in the EHCP, it’s legally required.

Q - S

Reasonable Adjustments

Changes a school or service must make to remove barriers for disabled children.

What this really means for you:

Your child shouldn’t have to struggle through things that could be made accessible. Adjustments are a legal duty, not optional.

SALT / SLT

Speech and Language Therapy.

What this really means for you:

Communication differences are not a reflection of intelligence. SALT can transform confidence and connection.

SEMH — Social, Emotional and Mental Health

A category of need describing difficulties with emotional regulation, relationships, behaviour, anxiety, trauma, or mental health.

What this really means for you:

Your child isn’t “bad” or “acting out”. Their behaviour is communication. SEMH needs often come from overwhelm, anxiety, sensory overload, or unmet needs — not poor parenting. Support should focus on understanding, not punishment.

SEN

Special Educational Needs. A learning difficulty or disability that requires extra support.

What this really means for you:

Your child isn’t behind — they need support tailored to them.

SEN Support

Support provided by a school for a child without an EHCP.

What this really means for you:

Your child should still get help, even without a plan. You should know what that help is.

SENCo / SENDCo

Special Educational Needs Coordinator. The teacher responsible for SEND in a school.

What this really means for you:

They should be your point of contact, your ally, and someone who listens.

SEND

Special Educational Needs and Disabilities.

What this really means for you:

Your child belongs in this system — and deserves support, understanding, and respect.

Sensory Needs

Differences in how a child processes sound, light, touch, movement, etc.

What this really means for you:

Your child isn’t “overreacting”. Their body is telling them something. Sensory needs are real and valid.

Special School / Special Needs School

A school specifically designed for children with significant or complex SEND needs, with specialist staff, smaller classes, and tailored environments.

What this really means for you:

Choosing a special school isn’t “giving up” on mainstream — it’s choosing the environment where your child can feel safe, understood, and able to thrive. It’s about fit, not failure. Many children flourish when the environment finally matches their needs.

Statutory Assessment

The formal process to decide whether a child needs an EHCP.

What this really means for you:

You can request it yourself. You don’t need permission. And you don’t need to wait for school to “try more”.

T - Z

TA / LSA

Teaching Assistant / Learning Support Assistant.

What this really means for you:

They are often the person your child trusts most. Their role is vital — and should be properly trained and supported.

Therapies

Support such as SALT, OT, physiotherapy, or mental health interventions.

What this really means for you:

Therapy isn’t a luxury. It’s part of meeting your child’s needs.

Transition Plan

Support for moving between stages (e.g., primary to secondary, school to adulthood).

What this really means for you:

Transitions should be planned, gentle, and tailored. Your child shouldn’t be thrown in at the deep end.

Tribunal

A legal process where families can appeal SEND decisions.

What this really means for you:

You are not being “difficult”. You are advocating. And many families win because the law is on your side.

YP

Young Person (usually 16–25).

What this really means for you:

Your child’s voice matters — and should be heard as they grow.