SEN Glossary of TermsModerate Learning Difficulties (MLD)This includes children who have difficulties in all areas of learning. Their rate of progress is very slow. They attend mainstream schools unless they also have additional significant difficulties when they may be placed into a special school. MLD vacancies: Severe Learning Difficulties (SLD) This describes children who show a global delay in all areas of physical, intellectual and social development. Their rate of progress is less than half the rate of other children of the same age. These children will have a statement of special educational need. SLD vacancies: Profound and Multiple Learning Difficulties (PMLD) Pupils with profound and multiple learning difficulties have severe and complex learning needs, in addition they have other significant difficulties, such as physical disabilities or a sensory impairment. Pupils require a high level of adult support, both for their learning needs and also for personal care. PMLD vacancies: Specific Learning Difficulties (SpLD) Pupils with SpLD may have a particular difficulty in learning to read, write, spell or manipulate numbers. Pupils may also have problems with short-term memory, with organisational skills and with co-ordination. Pupils with SpLD cover the whole ability range and the severity of their impairment varies widely. Specific learning difficulties include dyslexia, dyspraxia and dyscalculia . SpLD vacancies: Hearing Impairment (HI) Pupils with a hearing impairment range from those with a mild hearing loss to those who are profoundly deaf. They cover the whole ability range. For educational purposes, pupils are regarded as having a hearing impairment if they require hearing aids, adaptations to their environment and/or particular teaching strategies in order to access the concepts and language of the curriculum. HI vacancies: Visual Impairment (VI) Visual impairment refers to a range of difficulties from partial sight through to blindness. Pupils with visual impairments cover the whole ability range. For educational purposes, a pupil is considered to be VI if they require adaptations to their environment or specific differentiation of learning materials in order to access the curriculum. VI vacancies: Speech, Language and Communication Needs (SLCN) Pupils with SLCN may have difficulty in understanding and/or making others understand information conveyed through spoken language. Their acquisition of speech and their oral language skills may be significantly behind their peers. Their speech may be poor or unintelligible and they cover the full ability range. SLCN vacancies: Physical Disability (PD) Some pupils are able to access the curriculum and learn effectively without additional educational provision. They have a disability but do not have a special educational need. For others, the impact on their education may be severe. There are a number of medical conditions associated with physical disability which can impact on mobility, such as cerebral palsy, spina bifida and muscular dystrophy. Pupils with physical disabilities may also have associated sensory impairments, neurological problems or learning difficulties. PD vacancies: Autistic Spectrum Disorder (ASD) Pupils with autistic spectrum disorder cover the full range of ability and the severity of their impairment varies widely. Some pupils may also have learning disabilities or other difficulties, making identification difficult. ASD recognises that there are a number of sub-groups within the spectrum of autism. Pupils with ASD find it difficult to:
ASD vacancies: Behaviour, Emotional and Social Difficulties (BESD/EBD) BESD describes a wide range of difficulties including children who are very withdrawn, children who are hyper-active, children with mental health problems, children who are unable to control their temper and those who are aggressive or disruptive. EBD vacancies:
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