SEND jargon, translated

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AAC (Augmentative and Alternative Communication)

Any way of communicating that supports or replaces speech: picture boards, signing, communication books, or apps and devices that speak aloud. "Augmentative" means adding to speech; "alternative" means instead of it.

ADHD (Attention Deficit Hyperactivity Disorder)

A condition affecting attention, impulse control and activity levels. It very commonly occurs alongside autism, and the two can look similar on the surface, which is why careful assessment matters.

ADI-R (Autism Diagnostic Interview, Revised)

A detailed, structured interview with parents used during an autism assessment. It covers your child's early development, communication and behaviour, and usually takes a couple of hours.

ADOS-2 (Autism Diagnostic Observation Schedule)

A play-based assessment used in autism diagnosis. A trained assessor works through games, activities and conversation with your child, observing how they communicate and interact. It feels like playing, not testing.

Alexithymia

Difficulty recognising and naming your own emotions. Someone may know something feels wrong without being able to say whether it is anger, worry or hunger. More common in autistic people.

Annual review

The once-a-year meeting where everyone involved with a child's EHCP checks it is still accurate and the support is working. Parents are a central part of it.

ASLTIP

The Association of Speech and Language Therapists in Independent Practice. Its online directory is the main place to find and check private speech therapists in the UK.

Autistic burnout

Deep exhaustion, loss of skills and increased sensitivity after long periods of stress or masking. It is more than tiredness and can take a long time to recover from; reducing demands is the starting point.

BSL (British Sign Language)

A complete language with its own grammar, used by the Deaf community. Not the same as Makaton, which borrows simplified BSL signs and uses them alongside spoken English.

CAMHS

Child and Adolescent Mental Health Services: the NHS service supporting children's mental health. In many areas it also runs NHS autism assessment waiting lists.

CBT (Cognitive Behavioural Therapy)

A talking therapy that works on the link between thoughts, feelings and behaviour. Often suggested for anxiety; it may need adapting to work well for autistic children.

Co-occurring

Simply means happening together. Autism and ADHD are commonly co-occurring conditions: one child can have both, and support should account for both.

DLD (Developmental Language Disorder)

A lifelong difficulty understanding or using language that is not explained by another condition. Surprisingly common (around two children in every classroom) and often missed because it is invisible.

Dysregulation

When feelings or the nervous system become overwhelmed and a child cannot get back to calm on their own. A dysregulated child cannot learn, reason or "just calm down"; they need co-regulation from a calm adult first.

EBSA (Emotionally Based School Avoidance)

When anxiety, not defiance, makes a child unable to attend school. The older phrase "school refusal" is misleading: it is a can't, not a won't.

Echolalia

Repeating words or phrases heard from people, TV or videos, either straight away or much later. For many autistic children it is a genuine and meaningful way of learning and using language, not "just copying".

Educational psychologist (EP)

A professional who assesses how a child learns and what helps them learn best. The local authority must get EP advice during every EHC needs assessment.

EHC needs assessment

The local authority's formal investigation into whether a child needs an EHCP. Parents can request one directly; the council then has six weeks to say whether it will assess.

EHCP (Education, Health and Care Plan)

A legal document from the local authority describing a child's needs and the support they must receive. "Must" is the key word: unlike school-level support, the provision in an EHCP is legally enforceable.

Executive function

The brain's management team: planning, organising, getting started, remembering instructions and switching between tasks. Differences here explain a lot of everyday struggles that get mistaken for laziness.

Global developmental delay

When a young child is noticeably behind in several areas of development at once, such as movement, speech and learning. It describes the picture now, not necessarily the future.

HCPC (Health and Care Professions Council)

The official regulator for speech and language therapists, occupational therapists and other health professionals. Anyone calling themselves an SLT must be HCPC-registered; you can check the register online.

Interoception

The inner sense that tells you what is happening inside your body: hunger, thirst, needing the toilet, a racing heart. When this sense works differently, a child may not notice they are hungry, in pain or becoming anxious until it is overwhelming.

IPSEA

A charity giving free, expert legal advice to parents about SEND law, EHCPs and appeals (ipsea.org.uk). A first port of call if you disagree with a local authority decision.

Late talker

A toddler who is slow to start talking but developing typically in other ways. Many catch up; some need support. The safest route is getting advice early rather than waiting and seeing.

Makaton

A language programme that uses signs and symbols alongside speech, never instead of it. You may know it from Mr Tumble. Strong evidence shows it supports speech development rather than delaying it.

Masking (also called camouflaging)

Hiding autistic traits and copying others to fit in: rehearsing conversations, forcing eye contact, holding everything in until home time. It is exhausting and is a major reason autistic girls are missed.

MDT (multi-disciplinary team)

Professionals from different specialisms, for example a speech therapist, psychologist and paediatrician, assessing together. National guidance says a proper autism assessment should be multi-disciplinary.

Meltdown

An involuntary response to complete overwhelm, when the brain can no longer cope with the demands or sensory input coming in. Unlike a tantrum it is not goal-directed; a child in meltdown is not trying to get something, and cannot simply stop.

Neuroaffirming

An approach that treats autism and other neurodivergence as a difference to understand and support, not a defect to fix. In practice: adapting the environment, respecting sensory needs and never training a child to hide who they are.

Neurodivergent

Having a brain that works differently from what society treats as standard, for example autism, ADHD or DLD. The opposite term is neurotypical.

Neurotypical

Having a brain that develops and processes in the way society treats as standard. Useful shorthand when explaining differences without calling either way "normal".

NICE (National Institute for Health and Care Excellence)

The body that sets national standards for healthcare. NICE guidance describes what a thorough autism assessment should include, which is why "NICE-compliant" matters when choosing a private provider.

OT (occupational therapist)

A professional who helps children manage everyday activities: dressing, eating, handwriting, play. OTs with extra training often lead on sensory needs.

PDA (Pathological Demand Avoidance)

A profile within the autism spectrum where everyday demands and expectations trigger extreme anxiety, so the child avoids them at all costs. Standard strategies like firm routines can backfire; low-demand, collaborative approaches work better.

PECS (Picture Exchange Communication System)

A structured way for a child to communicate by handing over picture cards, starting with single pictures and building towards sentences. Often a stepping stone for children with little or no speech.

Proprioception

The body-position sense, fed by muscles and joints: knowing where your limbs are without looking. Deep pressure and heavy work (pushing, pulling, carrying) feed this sense, which is why they can be so calming.

RCSLT (Royal College of Speech and Language Therapists)

The professional body for speech and language therapists in the UK. Membership signals a therapist follows professional standards and keeps their training current.

Section F

The part of an EHCP that lists the exact support a child must receive. It is the legally binding bit, so it should be specific: "weekly 45-minute SLT session", not "access to SLT support".

SEN / SEND

Special Educational Needs (and Disabilities). The umbrella term used by schools and councils for children who need extra support to learn.

SENCO

The Special Educational Needs Coordinator: the teacher in every school responsible for organising SEND support. Usually your first point of contact when raising concerns with school.

SENDIST (SEND Tribunal)

The independent tribunal where parents can appeal local authority decisions about EHCPs, for example refusing to assess or refusing to issue a plan. Free to use, and parents win the large majority of appeals.

Sensory diet

Nothing to do with food: a planned menu of sensory activities spread through the day (movement breaks, deep pressure, quiet time) that helps a child stay regulated and ready to learn.

Sensory integration

How the brain organises information from all the senses so we can respond. Also the name of the therapy approach that helps when this process works differently.

Sensory processing

How the brain makes sense of what comes in through the senses. Differences can mean being overwhelmed by things others barely notice (labels, noise, lights) or seeking out strong input like spinning and crashing.

Shutdown

The quieter cousin of a meltdown: when overwhelmed, a child withdraws, goes silent or seems to switch off. It is the same overload, turned inwards, and needs the same patient, low-demand response.

Signalong

A UK signing system similar to Makaton, using signs alongside speech to support communication. Schools and nurseries vary in which system they use.

SLT (speech and language therapist, sometimes SALT)

A degree-qualified, HCPC-registered professional who assesses and supports communication: speech sounds, understanding, using language, and social communication, as well as eating and drinking difficulties.

SOSSEN

A charity offering free advice and support to parents navigating the SEND system, including EHCP problems and appeals.

Stimming

Repetitive movements or sounds, such as hand-flapping, rocking or humming, that help regulate feelings and sensory input. Stimming does a job; the neuroaffirming approach is to understand it, not stop it.

Total communication

Supporting every channel of communication at once (speech, signs, symbols, gestures, devices) and treating them all as valid. Giving a child more ways to communicate builds language rather than holding speech back.

Vestibular sense

The balance and movement sense, based in the inner ear. It tells us which way is up and how fast we are moving; children who crave spinning and swinging are feeding this sense.