As you watch your child grow and develop you may notice that they may have difficulties in areas that are different to that of their peers. In the main, they are just that – worries. However, it is often a comfort to know that you have sort out help if you have concerns. The world of SEN can often be a minefield. Not only because you are trying to understand your child’s struggles, but also because nationwide special educational needs support is a multi-layered system that is grossly underfunded and brings together many stakeholders such as education, health, and social care. Decisions are made across agencies from local authorities, schools and the health service – all of which come with their own agendas.

To try to make this process easier for parents, The SEN Expert has put together a handy document for you to complete to give you an evidence base to use to support any concerns you have. Parents can then use this to discuss their concerns with their school’s Special Educational Needs Coordinator (SENCO) or GP.

Complete the table below over a month, highlighting any behaviours that you see. Using the commentary box to write down any detailed examples you have. It is important to note that this table is not a diagnosis, it is a tool to help parents feel empowered in discussing special educational needs with professionals.

 

Parental Observations

Which strategies have you used with your child that have been successful?

 

 

 

 

 

Describe your concerns below:

 

 

 

 

 

Cognition and Learning Struggles with reading, writing and spelling Difficulties with numerosity Comprehension concerns Processing difficulties such as sequencing, inference, coherence and elaboration Weak working memory Poor short-term verbal memory Other types of executive function difficulties	Physical Difficulties  Poor coordination Issues with movement Struggles to see the board at school. Struggles to hear, sitting sideways with one ear aimed at the teacher Tires easily Weak fine motor skills Weak gross motor skills
Communication and Interaction   Struggles with social communication skills Misunderstands humour or colloquialisms Avoids socialising Uses echolalia Language use is repetitive Becomes overwhelmed in stimulating environments Rigidity of thought Thrives on routine	Social, Emotional and Mental health   Overly emotional Lacking in emotion, seems detached Overly anxious Changes in physical appearance Changes in behaviour Becomes overly attached Asks to go home/asks to stay later in school Change in subject matter they write/draw/create