Items (0)

Special Educational Needs and Disability (SEND) Course

Item in Stock  |  Usually dispatched within 24 hours
Add to Bag
This product has been added to your basket...
  • Continue Shopping
  • Checkout

The Special Educational Needs and Disability (SEND) Course is designed to arm its students with a comprehensive knowledge that will enable them to utilise a variety of teaching methods and practices to suit the different preferred learning styles of the children they teach.

What You Will Learn

The Special Educational Needs and Disability (SEND) Course is set across the following six, incredibly in-depth, modules:

  1. Introduction
  2. Childhood Learning Disabilities
  3. Autism
  4. Behavioural, Social and Emotional Difficulties
  5. Specific Learning Difficulties. Dyslexia, Dyscalculia, Dysgraphia and Dyspraxia
  6. Speech, Language & Communication Needs (SLCN)

Every Child is a Unique Learner

Every child is different and has their own unique pattern of how they learn about the world around them. Good classroom teaching should use a variety of teaching methods to reflect the different preferred learning styles of the children in the class, and to enable every child to be able to engage in learning.

When a child has special educational needs or a disability, learning can be much harder and it doesn’t always happen as easily as it does for other children. Different styles of teaching, resources, additional equipment, or adaptations to the classroom may have to be made to enable children with additional needs in order for them to reach their full potential.

SEND – Special Educational Needs and Disability

Special Educational Needs and Disability is abbreviated to SEND, and this term will be used throughout this and the following modules of this course.

SEND education takes place in the context of current legislation, so the way it is implemented will alter from one country to the next, however, many of the principles are similar and there are commonalities in terms of best practice regardless of location.

UK Legislation

In the UK, Education Law is devolved to each of the four countries within the union, so there are differences in how SEND education is administered in England, Wales, Scotland and Northern Ireland.

Recent SEND reforms in England

In England, The Children and Families Act 2014 became law in September 2014. Part Three of this Act is entirely about SEND, and has made significant legislative changes, which have completely changed the framework in which children with additional needs are educated. It is a completely fresh approach with an emphasis on person-centred learning, raising expectations, and giving parents and children a much greater level of control in the decision-making process.

These SEND reforms have been described by many as “radical”, and because they are so far-reaching, it will take until September 2018 to fully implement. Until then, aspects of the previous legal framework will still be in operation alongside the new system.

Although this new legislation only applies to England at the moment, other parts of the UK are looking to introduce similar reforms soon. These reforms are the result of changes in perception, thinking and attitudes towards disability, legislation which promotes principles of equality, inclusion and prevention of disability discrimination, and based on evidence-based research regarding achieving the best outcomes for children with SEND.

What is a Special Educational Need or Disability?

The term “Special Educational Needs” has a legal definition that is covered by both The Education Act of 1996 and the more recent Children and Families Act of 2014. To have a Special Educational Need, a child must have a learning difficulty or learning disability that makes it significantly harder for them to learn or to access education compared to most children of the same age.

The term “Disability” also has a legal definition under the Equality Act 2010. A person has a disability if they have a physical or a mental impairment that has a “substantial” and “long-term” negative effect on their ability to do normal daily activities.

The terms “Substantial” and “Long-Term” are also defined within the same Act as being:

Substantial – more than minor or trivial. For instance, it would take someone significantly longer to complete a normal daily task such as getting dressed.

Long-term – is defined as lasting for more than 12 months.

Altogether, around 16% of all children and young people will be identified as having some form of SEN at some stage during their education, although most of them will have their educational needs successfully met within the mainstream classroom. Just over 1% of children will have a level of SEN that is so significant that they may need a specialist educational provision, such as attending a special school.

The is a lot of cross-over between special educational needs and disability, and many children who have a disability will also have an additional special educational need. However, this isn’t always the case, and every child’s need should be addressed individually.

There are many different types of educational need, and even with children who have broadly similar needs, the approaches each child will benefit from may vary widely. Here are some of the types of need that the term SEN covers:

  • A specific learning difficulty, such as dyslexia, dysgraphia, dyspraxia or Attention Deficit Hyperactivity Disorder
  • A learning disability, which can be mild, moderate, severe or profound and multiple
  • A Speech and Language Disorder
  • A Sensory Processing Disorder
  • An Autistic Spectrum Disorder
  • A behavioural, emotional or social difficulty

There is sometimes confusion over the terms “Learning Difficulty” and “Learning Disability”. A learning difficulty normally refers to a specific aspect of learning, such as Dyslexia which affects the acquisition of reading skills. A Learning Disability normally refers to an Intellectual Impairment and there are different levels of Learning Disability depending on severity, ranging from Mild to Profound and Multiple.

However many children have both a Learning Disability and at least one Learning Difficulty, as well as other disabilities or medical conditions.

Who Would Enjoy the Course

The Special Educational Needs and Disability (SEND) Course is primarily suited to educators, parents, and those who care for children with special needs or disabilities. The course is also excellent for those who wish to begin a career within the education industry or who are interested in teaching theories and practices.

Frequently Asked Questions

The Special Educational Needs and Disability (SEND) Course will take you up to 150 hours to complete working from home. There is no time limit for completing this course, it can be studied in your own time at your own pace. The course comes with a course assessment in the form of quizzes, written questions and short essays, once you have completed your course assessment please email or post it back to us for marking, you will then receive your feedback and certificates.

This course is registered with the CMA (Complementary Medical Association), which is internationally recognised as the elite force in professional, ethical complementary medicine by professional practitioners, doctors and, increasingly, by the general public. Upon completion of the course you can gain membership to the CMA, which in addition to supplying a professional accreditation, offers a number of benefits, all of which can be found here.

This course also is certified by the IANLPC (International Association of NLP & Coaching) and the IAHT (International Alliance of Holistic Therapists), both of which are internationally recognised organisations. The IAHT certify personal development, health, fitness and nutrition courses. The IANLPC is a global support network for NLP Professionals and coaches, including the fields of Life Coaching, Hypnotherapy Business Coaching, Leadership, Nutritional, CBT, Personal Development and Holistic Therapy.

Course Syllabus

Module 1: Introduction

  • Every child is a unique Learner
  • SEND - Special Educational Needs and Disability
  • UK Legislation
  • Recent SEND reforms in England
  • What is a Special Educational Need or Disability?
  • Substantial
  • Long-term
  • Theories of Learning and Development
  • Behavioural Theories
  • Cognitive Theories
  • Humanistic Theories
  • Social Theories
  • Constructivism
  • Connectivism
  • Vygotsky's Theory of Zone of Proximal Development
  • The contribution this has made to SEND Education
  • Bandura's Social Cognitive Theory
  • Modelling
  • Self-regulate
  • The contribution this has made to SEND Education
  • Gestalt Theory
  • The contribution this has made to SEND Education
  • Carl Rogers (1902 - 1987) Self Actualisation and Person Centred Approach
  • person-centred.
  • The contribution this has made to SEND Education
  • Benjamin Bloom (1913 - 1999) Bloom's Taxonomy
  • Cognitive
  • Affective
  • Psychomotor
  • The contribution this has made to SEND Education
  • Jean Piaget (1896 - 1980 Theory of Cognitive Development
  • TheSensorimotor Stage
  • The Symbolic Function Substage,
  • The Intuitive Thought Substage
  • The Concrete Operational Stage
  • The Formal Operational Stage
  • The contribution this has made to SEND Education
  • Inclusion
  • Specialist Education Provision
  • Ongoing Assessment
  • Working with Parents
  • Overview of the recent SEND reforms in England
  • EHC plans replacing statements
  • Education, Health and Care Plan
  • Statement of Educational Need
  • EHC
  • Gives parents and children more of a say about decisions
  • Education, Health and Social Care working together
  • 0 - 25
  • Children and Young People's Involvement
  • Introduces personal budgets
  • Quicker process
  • Resolving disputes
  • Accountability
  • School-based support
  • School Action
  • School Action Plus
  • SEN Support
  • Local Offer
  • EHC Plans in Practice
  • Revision Questions
  • Key Learning Points

Module 2: Childhood Learning Disabilities

  • What is a Learning Disability?
  • Confusing Terminology
  • Levels of Severity
  • How Severity is Assessed
  • Mild Learning Disabilities
  • Moderate Learning Disabilities (MLD)
  • Severe Learning Disabilities (SLD)
  • Profound and Multiple Learning Disabilities (PMLD
  • Causes of Learning Disability
  • Learning Disability and Education - a Historical Perspective
  • The Idiots Act
  • The Lunacy Act
  • Royal Commission Report on Care and Control of the Feeble-Minded
  • Mental Deficiency" by Tredgold
  • The Mental Deficiency Act
  • Mary Dendy "The Problem of the Feeble-Minded"
  • Eugenics
  • The Brock Report
  • Cyril Burt "The Backward Child
  • "The National Association of Parents of Backward Children
  • Mencap
  • The 1944 Education Act "Ineducable"
  • 1970 Education (Handicapped Children) Act
  • The National Health
  • "Community Care"
  • The Mental Health Act (England and Wales
  • "Sectioning"
  • Camphill Community, Botton Village
  • The National Council for Civil Liberties - "50,000 outside the Law"
  • The Guild of Teachers of Backward Children
  • Mencap
  • The Brooklands Experiment
  • The 1981 Education Act
  • The 2001 Special Educational Needs and Disability Act (SENDA)
  • The Children and Families Act (2014)
  • The Equalities Act (2010)
  • Teaching Strategies for Children with a Learning Disability
  • Teaching resources
  • How a child's work is assessed
  • Classroom Environment
  • Timing
  • Some common teaching strategies used with children with learning disabilities
  • Regular Assessment of Progress
  • Increased risk of being bullied
  • Revision Questions
  • Key Learning Point

Module 3: Autism

  • Definition of Autism
  • Asperger's Syndrome
  • Age at Diagnosis
  • Diagnosis based on The Triad of Impairments
  • Symptoms of Autism
  • Food
  • Rigid routines
  • Poor communication.
  • Non-verbal
  • Literal thinking
  • Eye-contact
  • Sensory overload
  • Anxieties
  • Meltdowns
  • Theory of
  • Associated Conditions
  • Causes of Autism, Theories relating to it, and current research
  • Genetic and/or hereditary cause
  • Gestational Difficulties
  • Brain development
  • Nutritional Factors
  • Food Allergies
  • Exposure to certain environmental factors
  • Immunity
  • Other medical conditions
    • Cerebral Palsy
    • Down's Syndrome
    • Fragile X syndrome
    • Muscular Dystrophy
    • Neurofibromatosis
    • Rett Syndrome
    • Tuberous Psychological causes
  • Refrigerator Mothers
  • Vaccinations
  • Therapeutic Approaches for Managing Autism
  • Therapies, and the four main areas of focus
  • Social skills
  • Communication
  • Cognitive skills
  • Educational skills
  • Different types of Therapists
  • Speech and Language Therapy
  • Occupational Therapy
  • .Music Therapy
  • Intensive Programmes
  • (Treatment & Education of Autistic & Communication-Handicapped Children)
  • ABA (Applied Behaviour Analysis)
  • The Spell Framework
  • (Structure, Positive {approaches & Expectations} Empathy, Low Arousal, Links)
    • Structure
    • Positive (approaches and expectations)
    • Empathy
    • Low arousal
  • Assessing the needs of a child with autism
  • Working in Partnership with Parents
  • Revision Questions
  • Key Learning Points

Module 4: Behavioural, Social and Emotional Difficulties

  • What are Behavioural, Social and Emotional Difficulties?
  • Every Child Matters - Five Key Outcomes
    • Being healthy
    • Staying safe
    • Enjoying and achieving
    • Making a positive contribution
    • Economic well-being
  • The Importance of Addressing BESD
  • School Related Difficulties for SEND Children
    • Becoming withdrawn, anxious or socially isolated
    • Developing a lack of concentration or hyperactivity
    • Having immature social skills
    • Developing issues of a disruptive nature, such as bullying
    • Exhibiting violent or challenging behaviours
    • Phobias or school refusal
  • All Behaviour is a Form of Communication
  • Changing Perceptions
  • Personal development, behaviour and welfare - Ofsted Priority
  • Some of the prominent issues in schools that can exacerbate BESD in children with SEND
  • Frustration at the inability to access the curriculum
  • How to Help
  • Modifying Learning styles - visual, auditory, kinesthetic
  • How to Help
  • Communication difficulties and behaviour
  • How to Help
  • The school day
  • Lesson times
  • Timetable changes
  • Reducing Anxieties related to Change
  • It is important for the school to anticipate the anxiety that this change may cause and to
  • Transitions and break times
  • Evaluation Appropriateness of School Placement Provision
  • Coping with social boundaries
  • Setting expectations within the Class
  • Clear boundaries, positive encouragement and rewards
  • Parental Involvement
  • Sanctions
  • Working with Parents
  • Detention Enforcing
  • Specific Behaviour Plans
  • Sensory processing disorder:
  • Support a child post-meltdown
  • Use of Sensory Objects or Toys
  • Involving other Professionals
  • Dealing with escalating behaviour and outburst in a safe and professional way - positive handling
  • De-escalation techniques
  • Tips - what to do
  • What not to do:
  • Bullying
  • Anxiety, depression and other mental health issues
  • Dealing with school refusal and school phobias
  • Educational Welfare Officers
  • Self esteem, confidence and personal development
  • Strategies that may help
  • SMSC - social, moral, spiritual, cultural
  • Safeguarding
  • School training and CPD
  • Key workers in working with children with SEND and EBSD and their roles
  • Special Educational Needs Co-ordinator - SENCO
  • Education Welfare Officer - EWO
  • Speech and Language Therapist - SALT
  • Occupational Therapist - OT
  • Art, Drama, Music, Play Therapists
  • Educational Psychologist - EP
  • Teacher
  • Learning support assistant - LSA/ Teaching Assistant - TA
  • Mentor
  • Social worker
  • School counsellor or ELSA (emotional literacy support assistant)
  • Buddy
  • Revision Questions
  • Key Learning Points

Module 5: Specific Learning Difficulties. Dyslexia, Dyscalculia, Dysgraphia and Dyspraxia

  • Specific Learning Difficulties (SpLD)
  • Invisible Difficulties
  • Encouraging Confidence and Self-Worth
  • Dyslexia
  • Symptoms of Dyslexia
  • Common Misconceptions
  • How to Support a Child with Dyslexia in their Learning
  • Dysgraphia
  • Dyslexic Dysgraphia
  • Motor Dysgraphia
  • Spatial Dysgraphia
  • Common Dysgraphia Symptoms
  • Common Misconceptions
  • How to Support a Child with Dysgraphia in their Learning
  • Dyscalculia
  • Symptoms of Dyscalculia
  • Common Misconceptions
  • How to Support a Child with Dyscalculia in their Learning
  • Dyspraxia (Developmental Co-ordination Disorder)
  • Symptoms of Dyspraxia
  • Common Misconceptions
  • How to Support a Child with Dyspraxia in their Learning
  • Revision Questions
  • Key Learning Points

Module 6: Speech, Language & Communication Needs (SLCN)

  • The Importance of Communication
  • Why early intervention is crucial
  • Expressive and Receptive Communication
    • Expressive
    • Receptive
  • Common Symptoms of Communication Disorders
  • How to help
  • Impact on Well-being
  • How to help
  • Four MainTypes of Communication Disorders
  • Speech Disorders
  • Language Disorders
  • Auditory Processing Disorders
  • Hearing Impairments.
  • Speech Disorders
  • Language Impairments
  • Auditory Processing Disorders
  • Hearing Impairments
  • Makaton
  • Specialist Support
  • Communication Disorders seen in Children
  • Selective Mutism
  • Anxiety
  • Stammering
  • Stuttering
  • Dysfluency
  • Tic Disorder
  • Tourette's Syndrome
  • Communication Symptoms commonly seen in Children with Autism
  • Common receptive speech difficulties in children with autism
  • Double Meanings
  • Idiomatic
  • Similar Sounding Words
  • Humour
  • Common expressive speech difficulties that arise are:
  • Poor speech skills
  • Echolalia
  • Speaking for too long
  • Long replies
  • Incomplete sentences
  • Single word use to cover several meanings
  • Tone of Voice and Vocal Modulation
  • Non-Spoken Communication
  • Non-verbal children
  • Alternative Communication Strategies
  • PECS (Picture Exchange Communication System
  • Sign Language
  • Makaton
  • Augmentative and Alternative Communication Devices
  • Revision Questions
  • Key Learning Points

Our courses include comprehensive support, should you require any assistance. You can contact our friendly course advisers by telephone or by email.

Contact Details

Continued Learning

All course delegates are welcome to attend our regular, ongoing learning and inspirational events. We also hold regular inspirational events in Manchester and London for all students studying any of our courses. The events are a great way to watch live demonstrations of different techniques, learn new skills, have a practice with other students and to meet your tutors. Once you've signed up for any of our courses you will receive details of our different monthly events via email. If you cannot attend our events you can watch a live streaming of the event on our tv channel.

All courses can be paid for using our secure online payment system or via paypal. 


If you would prefer to pay via bacs payment or via cheque please email us at or call us on 0800 955 6808 for more assistance.


All of the online course materials are emailed over to you as e-documents, if you would prefer a hard copy of the course materials to be posted out to you please select this when checking out.