At some point in their education, up to 20% of children and young people have special educational needs (SEN). In general terms, a child who has 'SEN' has difficulty with learning compared with the majority of children of the same age.

SEN is also sometimes used to describe a child who has a disability which makes it difficult for them to use the educational facilities other children of the same age use - if they are visually impaired, they might not be able to cope in a mainstream class, for example, and 'special' provision has to be made for them.

Children of any age may have SEN. The SEN Code of Practice for Wales doesn't put children into rigid categories of special need, but views each child as an individual. However, children's special needs will probably fall into one or more of these four broad areas:

• communication and interaction - speech, language and communication difficulties
• cognition and learning - learning difficulties which range from moderate to profound
• behavioural, emotional and social - this includes a range of different behaviour including things like withdrawal, disruption, hyperactivity, lacking in concentration and social skills
• sensory, physical or medical - includes difficulties related to impaired vision or hearing and other physical disabilities.

Who can help?

All children have the right to have their educational needs met. Local Education Authorities (LEAs), schools and pre-school providers, parents, pupils, health and social services and other agencies (including charities) must all work together to try and provide the right service for each child.

Sources of help and information:

• Local education authorities are key in identifying and assessing a child's needs, and matching them with the right educational provision. They must make sure that advice and information is provided to the parent of any child with SEN - they may do this themselves, or 'buy in' a 'parent partnership service' from another provider, such as a voluntary organisation (a charity).
  
  The LEA must publish their policy towards children with SEN, and you can ask them for a copy. They must also do all they can to prevent and resolve disagreements between parents and themselves about the way they and schools carry out their responsibilities towards children with SEN.


• Your child's school (or early years provider such as nursery school) is likely to be your first source of help and advice. The school will tell you if they have any concerns about your child's learning progress, and notify you if SEN provision is being made for the child. At first, the provision they make will be part of the school's general procedures for any child who is not making the progress expected of them.
  
  Each school/early years provider must publish a policy for SEN, and have procedures in place for identifying and addressing children's special needs. School governing bodies designate a governor to oversee the school's arrangements for meeting special educational needs. At least annually, the governing body must issue an annual report about the effectiveness of the school's work for pupils with SEN.


• Special educational needs co-ordinators (SENCOs) have day-to-day responsibility for SEN children within a school, and will get involved if a child needs to receive more than the most basic extra help.