Every term, translated & explained

Any method of communication used to supplement or replace spoken language for individuals who have difficulty with speech. AAC ranges from 'low-tech' (picture cards, communication boards, sign language, letter boards) to 'high-tech' (speech-generating devices, tablet apps like Proloquo2Go, LAMP, TouchChat). Used across all SEND contexts worldwide. The term 'AAC user' has replaced older language like 'non-verbal' in many professional contexts, because AAC users are communicating — just not through speech. Ensuring access to AAC is increasingly recognised as a right, not a privilege.

See also: Assistive Technology, Communication Support

Antecedent–Behaviour–Consequence analysis. A structured framework used in the Behaviour Tracker to record what happened before (antecedent), the behaviour itself, and what followed (consequence). Helps identify patterns and triggers in a child's behaviour over time.

A personalised learning ecosystem within Trisende designed for children, parents, carers, professionals, and neurodivergent adults. Not a corporate LMS — it provides understanding, guidance, empowerment, and lifelong development through emotional learning pathways. Entry points are context-aware: child-linked, role-based, or open browse.

Specific accommodations granted to students with SEND for formal examinations in the UK (GCSEs, A-Levels, etc.), administered by the Joint Council for Qualifications (JCQ). Access arrangements include extra time (usually 25%), a reader, a scribe, modified papers, use of a word processor, rest breaks, separate room, or a prompter. Applications must be evidence-based (typically requiring an educational psychologist's or specialist teacher's assessment). 'Access arrangements' is semi-formal — it is the official JCQ term but used so commonly in schools that it functions as everyday vocabulary. Equivalent to 'testing accommodations' in the US.

See also: Nachteilsausgleich, Reasonable Accommodation

Technical standards and guidelines ensuring that educational facilities, materials, technologies, and services are accessible to persons with disabilities. Standards vary by jurisdiction: the US uses the ADA Standards for Accessible Design and WCAG for digital content; the EU references the European Accessibility Act; the UK applies the Equality Act 2010 and WCAG; many countries adopt or adapt ISO standards. In education, accessibility standards cover physical buildings, digital learning platforms, printed materials, assessment instruments, and communication formats.

See also: ADA, Reasonable Accommodation

Canadian federal legislation enacted in 2019 to create a barrier-free Canada for persons with disabilities. The Act establishes proactive accessibility requirements for federally regulated entities across employment, the built environment, information and communication technologies, transportation, and service delivery. It complements provincial accessibility legislation and Canada's obligations under the UN CRPD.

See also: UN CRPD, AODA

Spain's broad legal category for students with a specific need for educational support, defined in the LOMLOE education law (2020). ACNEAE includes students with disabilities, specific learning difficulties, ADHD, high abilities, late incorporation into the education system, personal or school history conditions, and other circumstances. Each Autonomous Community implements support policies within this national framework.

See also: ACNEE — Spain, LOMLOE — Spain

A subcategory of ACNEAE specifically for students with special educational needs arising from disability or serious behavioural disorders in Spain. ACNEE students may require significant curriculum adaptations, specialist support, and specific resources. The distinction between ACNEAE (broader support needs) and ACNEE (disability-specific) is important for resource allocation.

See also: ACNEAE — Spain

Japanese legislation enacted in 2013 (effective 2016, amended 2021) that prohibits discrimination against persons with disabilities and requires the provision of reasonable accommodations by government agencies and, since 2024, by private businesses. In education, schools must provide reasonable accommodations to students with disabilities.

Nepal's disability rights law, which classifies disabilities into seven categories and guarantees rights including free education up to secondary level, reasonable accommodations, accessible learning materials, sign language education, and scholarships. The Act aligns Nepal's disability framework with the UN CRPD (ratified 2010). Nepal provides education through inclusive schools, integrated programmes, and special schools, with ongoing efforts to expand mainstream inclusion.

A hashtag and identity marker (#ActuallyAutistic) used by autistic adults on social media to distinguish their first-person perspectives from those of non-autistic parents, professionals, and organisations speaking about autism. The movement has significantly influenced SEND policy and practice by centering autistic voices. Many autistic advocates use this phrase to assert that their lived experience should carry authority in discussions about autism support, education, and research. The Actually Autistic community has been instrumental in popularising concepts like masking, burnout, and the rejection of functioning labels.

See also: Neurodiversity, Masking / Camouflaging, Person-First vs. Identity-First Language

Landmark US civil rights legislation enacted in 1990 prohibiting discrimination against individuals with disabilities in all areas of public life, including schools, employment, transportation, and public and private places open to the general public. In education, the ADA works alongside Section 504 and IDEA to ensure accessibility and reasonable accommodations for students with disabilities.

See also: Section 504, IDEA

A significant curriculum adaptation in Spain that modifies the core learning objectives, content, and assessment criteria for a student with special educational needs. Unlike non-significant adaptations (which adjust methodology or presentation), a significant adaptation changes what the student is expected to learn. These require a formal psycho-pedagogical assessment and are documented in the student's educational file.

See also: ACNEE — Spain, Dictamen de Escolarización — Spain

Trisende Patent Application 3 (TSND-UK-P3). An AI-assisted real-time masking and anonymisation layer that protects vulnerable individuals during live digital communication. The APS detects faces and identifiable features in video frames and applies selective masking with sub-200ms latency. If the AI cannot process a frame in time, a fail-safe applies full-frame masking. APS processing constitutes automated biometric processing under UK GDPR Article 9 — explicit consent is required before any livestream session begins.

See also: APS, APS-Safe Handshake

A broad term used on the platform to describe children who require support beyond standard educational provision — encompassing SEND (Special Educational Needs and Disabilities), neurodivergent conditions, physical disabilities, mental health conditions, and complex medical needs.

An increasingly popular informal alternative to 'special needs,' particularly in Scotland (where 'additional support needs' is the legal term), Australia, and New Zealand. Many parents and practitioners prefer 'additional needs' because it is less stigmatising and acknowledges that the child needs additional — not different — support. The term also broadens the concept beyond disability to include any child who needs extra help, whether due to disability, health, family circumstances, language, or other factors.

See also: Special Needs, Additional Support Needs — Scotland

The primary Scottish legislation governing support for children and young people with additional support needs (ASN). The Act places duties on education authorities to identify, provide for, and review the additional support needs of children and young people. It was amended in 2009 to extend rights including the right to request a CSP and to make references to the ASN Tribunal.

See also: ASN, CSP

The internal Trisende administrative portal used by the platform team to manage users, carers, children, bookings, compliance, audit logs, directories, tokens, emails, and system configuration. Accessible only to verified Trisende admin accounts.

The gold-standard semi-structured observational assessment used worldwide to assist in diagnosing autism spectrum disorder. ADOS-2 consists of five modules tailored to different age and language levels, from toddlers to adults. A trained clinician creates social situations ('presses') designed to elicit communicative and social behaviours. ADOS-2 is typically used alongside the ADI-R (Autism Diagnostic Interview - Revised) and developmental history. While widely regarded as the most reliable autism diagnostic tool, it is not infallible — clinical judgment remains essential. In the UK, ADOS-2 is used by NHS diagnostic teams and is referenced in NICE autism guidance.

See also: ADOS, Autism Diagnostic Observation Schedule

Specialised Educational Attendance provided in Brazilian schools to complement (not replace) regular classroom instruction for students with disabilities, pervasive developmental disorders, and high abilities. AEE is delivered in Multifunctional Resource Rooms (Salas de Recursos Multifuncionais) during the counter-shift (opposite period to regular classes) by specialist teachers. It focuses on accessibility, assistive technology, and removing barriers to participation.

See also: Sala de Recursos Multifuncionais — Brazil

A school-based support worker in France who provides human assistance to students with disabilities in mainstream schools. AESHs may provide individual support (one-to-one), shared support (one AESH for several students), or collective support (in specialised classes). The AESH role was formalised in 2014 and the number of AESHs in France has grown to over 130,000.

See also: PPS — France, MDPH

A specialist speech and language teacher in Spanish schools who provides support to students with communication, speech, and language difficulties. AL teachers work across mainstream and special education settings, delivering direct therapy and advising classroom teachers on strategies.

See also: PT — Spain

A trained professional deployed in Singapore mainstream schools to support students with mild special educational needs. Allied Educators (AEDs-LBS) provide learning and behavioural support, work with teachers to develop intervention plans, conduct screening assessments, and liaise with parents and external agencies. They are funded by the Ministry of Education.

See also: SEN Officer — Singapore

Wales's term for what England calls SEND. Under the Additional Learning Needs and Education Tribunal (Wales) Act 2018, a person has ALN if they have a learning difficulty or disability that calls for additional learning provision (ALP). The ALN system replaced the previous SEN framework in Wales and introduced Individual Development Plans (IDPs) in place of Statements and IEPs.

See also: IDP, ALNCo, ALNET Act 2018

Statutory guidance issued under the ALNET Act 2018 that sets out the detailed requirements for how the ALN system operates in Wales. The Code explains duties on schools, local authorities, and health bodies regarding identification, assessment, and provision for learners with ALN. All decision-makers must have due regard to the Code. Comparable to England's SEND Code of Practice 2015.

See also: ALN, ALNET Act 2018, SEND Code of Practice 2015

The designated person in a Welsh school responsible for coordinating provision for learners with additional learning needs. The ALNCo role is statutory under the ALNET Act 2018 and is the Welsh equivalent of the English SENCO. ALNCos must hold or be working towards a prescribed qualification.

See also: ALN, SENCO

The primary legislation governing additional learning needs in Wales. The Act replaced the SEN framework with a new unified system covering learners aged 0–25. Key changes include: the IDP replacing Statements and IEPs, the ALNCo role becoming mandatory, a single statutory plan for all levels of need, and the Education Tribunal for Wales as the dispute resolution body.

See also: ALN, IDP, ALNCo

The statutory process by which an Education, Health and Care Plan (EHCP) must be reviewed at least once every 12 months. Schools coordinate the review with parents, the local authority, and relevant professionals. Under the Children and Families Act 2014, parents may request a review at any time. Trisende tracks upcoming annual review dates and can generate Ofsted-ready documentation.

The yearly formal review of a student's Education, Health and Care Plan (EHCP) in England. Although the official term in the SEND Code of Practice is simply 'review,' virtually all UK practitioners say 'annual review' or 'AR.' The annual review brings together the school, parents, local authority, and any relevant professionals to assess the child's progress, update outcomes, and determine whether the EHCP should be maintained, amended, or ceased. Parents can also request a review at any time outside the annual cycle.

See also: EHCP

In the context of the Behaviour Tracker and ABC Analysis, an antecedent is the event, environment, or condition that preceded a behaviour. Understanding antecedents is central to identifying triggers and preventing escalation.

A group of mental health conditions characterised by excessive, persistent worry or fear that is disproportionate to the situation and significantly interferes with daily life. In children with SEND, anxiety is one of the most common co-occurring conditions, frequently presenting alongside autism, ADHD, and specific learning difficulties. Types include generalised anxiety disorder (GAD), social anxiety, separation anxiety, and specific phobias. School-based presentations may include school refusal, selective mutism, meltdowns, avoidance behaviours, and physical symptoms (stomach aches, headaches). NICE recommends stepped-care approaches including CBT.

See also: GAD, Social Anxiety, Separation Anxiety

Ontario provincial legislation enacted in 2005 that sets accessibility standards for organisations in Ontario across customer service, information, communication, employment, transportation, and the built environment. AODA aims to make Ontario fully accessible by 2025. Education providers must comply with AODA standards for students and staff with disabilities.

See also: Accessible Canada Act

A therapy approach based on the principles of learning and behaviour, involving the systematic application of interventions to improve socially significant behaviours. ABA is the most widely used and researched intervention for autism in the US and is endorsed by major US medical organisations. However, ABA is controversial: many autistic self-advocates and organisations (including the UK's National Autistic Society) express concerns about historical practices of compliance-focused training and masking natural autistic behaviours. In the UK, ABA is available privately but is not routinely offered on the NHS. Modern ABA approaches emphasise naturalistic, play-based strategies. Alternative approaches include SPELL, TEACCH, and DIR/Floortime.

See also: ABA, Behaviour Analysis

Abbreviation for Adaptive Privacy Shield. See Adaptive Privacy Shield.

See also: Adaptive Privacy Shield

The double-key validation step specific to livestream sessions where APS masking is active. Before a live video session begins, both the session initiator and the platform confirm APS consent and capability, ensuring no vulnerable individual can appear unmasked on stream.

See also: Adaptive Privacy Shield, Double-Key Handshake Protocol

A teaching assistant (pedagogical assistant) in Czech schools who supports students with special educational needs in the classroom. Asistenti pedagoga are allocated through the support measures system (Tier 3 and above) and funded by the Ministry of Education. They assist with instruction, behaviour, personal care, and communication under the direction of the classroom teacher.

Scotland's legislative term for children and young people who require additional support to access education. Defined under the Education (Additional Support for Learning) (Scotland) Act 2004, ASN is deliberately broader than England's SEND — it includes factors such as being a young carer, bereavement, family circumstances, and English as an additional language, in addition to disability and learning difficulties.

See also: Additional Support for Learning Act 2004, CSP

The Additional Support Needs Tribunal for Scotland. An independent body that resolves disputes about the exercise of statutory functions under the Additional Support for Learning Act 2004. Parents and young people can make references to the Tribunal about decisions on CSPs, placing requests, and other matters. Equivalent in function to the English First-tier SEND Tribunal.

See also: ASN, CSP, First-tier Tribunal

Any item, piece of equipment, or product system used to increase, maintain, or improve the functional capabilities of a child with a disability. Under IDEA in the United States, the IEP Team must consider whether a child needs assistive technology devices and services. AT ranges from low-tech tools (pencil grips, picture boards) to high-tech solutions (speech-generating devices, screen readers). The concept is used worldwide across SEND and disability frameworks.

See also: IEP, Related Services

Difficulties forming healthy emotional bonds with caregivers, typically resulting from early neglect, abuse, inconsistent caregiving, or multiple placement changes. DSM-5 recognises two types: Reactive Attachment Disorder (RAD), characterised by emotional withdrawal from caregivers, and Disinhibited Social Engagement Disorder (DSED), characterised by indiscriminate friendliness with strangers. In educational settings, attachment difficulties are common among looked-after children (LAC) and previously looked-after children (PLAC). Schools may implement attachment-aware approaches, key-adult systems, and Emotion Coaching. In the UK, Virtual School Heads and designated teachers support pupils with attachment needs.

See also: RAD, DSED, Attachment Difficulties

A flagged pattern or incident where a child's school attendance falls below expected levels or is at risk. The School Dashboard on Trisende tracks attendance and can trigger safeguarding alerts, parent notifications, and council write-back reporting.

A neurodevelopmental condition characterised by persistent patterns of inattention, hyperactivity, and/or impulsivity that significantly affect daily functioning. The DSM-5 defines three presentations: predominantly inattentive, predominantly hyperactive-impulsive, and combined. In the UK, NICE guideline NG87 governs diagnosis and management. ADHD is recognised as a disability under the Equality Act 2010 when it has a substantial and long-term adverse effect on day-to-day activities. Previously known as ADD (Attention Deficit Disorder) when hyperactivity was not present.

See also: ADD, Attention Deficit Disorder, Hyperkinetic Disorder

Any method of communication used to supplement or replace speech for individuals who have difficulty with verbal communication. AAC ranges from low-tech (picture boards, PECS, Makaton signing, communication books) to high-tech (speech-generating devices, tablet-based communication apps like Proloquo2Go, Grid 3, and TouchChat). In the UK, NHS England funds specialist AAC assessments through regional AAC hubs. The Communication Access Symbol indicates AAC-friendly environments. The right to communicate is protected under the UN Convention on the Rights of Persons with Disabilities.

See also: AAC, Communication Aid, Speech-Generating Device (SGD)

An alternative term for Autism Spectrum Disorder used widely in the UK, particularly in educational and community settings, to avoid the word 'disorder'. Many local authorities, schools, and NHS trusts now use ASC in official documentation. Not a separate diagnosis — it refers to the same neurodevelopmental profile as ASD.

See also: ASD, Autism Spectrum Disorder

A lifelong neurodevelopmental condition characterised by differences in social communication and interaction, alongside restricted and repetitive patterns of behaviour, interests, or activities. In the UK, diagnosis follows NICE guideline CG128 and is typically carried out by a multidisciplinary team. Known as Autism Spectrum Disorder in the DSM-5 (US) and ICD-11 (WHO). Previously subdivided into Autistic Disorder, Asperger Syndrome, and PDD-NOS — these are now unified under one diagnosis. Many autistic people and organisations prefer identity-first language ('autistic person') over person-first ('person with autism').

See also: ASD, Autism, Autistic Spectrum Condition (ASC)

A state of physical, emotional, and cognitive exhaustion experienced by autistic individuals, typically caused by sustained masking, sensory overload, or the cumulative stress of navigating a neurotypical world without adequate support. Symptoms include loss of skills (sometimes mistaken for regression), increased sensitivity, reduced capacity for daily tasks, and withdrawal. The term was coined and defined by the autistic community and has since been validated by research (Raymaker et al., 2020). Not the same as clinical depression or general burnout, though they can co-occur. Increasingly recognised in schools as a reason why some autistic students suddenly 'stop coping' despite previously managing well.

See also: Masking / Camouflaging, Neurodiversity

An informal Italian shorthand historically used to refer to children with certified disabilities in schools — the 'H' comes from 'handicap.' While Italy's formal legislation and practice have long moved to more respectful terminology, 'bambini H' or 'alunni H' may still be encountered in older documents, informal teacher conversation, and some administrative systems. Modern Italian practice uses 'alunni con disabilità' (students with disabilities) or 'alunni con BES' (students with Special Educational Needs).

See also: Legge 104/1992 — Italy, BES — Italy

Barriers to Learning and Participation — a conceptual framework used in Mexico's special education system that shifts focus from the student's deficit to the environmental, institutional, and attitudinal barriers that impede learning. The BAP approach, aligned with UNESCO's inclusive education framework, requires schools to identify and remove barriers rather than categorise students by disability.

Japan's foundational disability rights law, revised most recently in 2011. The Act establishes basic principles for disability policy across all areas of life, including education, employment, and community living. Article 16 specifically addresses education, requiring that the national and local governments take necessary measures to ensure that persons with disabilities can receive adequate education according to their age and ability.

The bulk conversion feature within the EHCP Hub that allows schools and local authorities to process multiple EHCP documents simultaneously into ISP-ready format. Each document passes through OCR extraction, AI semantic analysis, needs extraction, provision mapping, outcome generation, and ISP readiness scoring as a parallel pipeline.

See also: EHCP Hub, ISP Engine

A Trisende tool for logging, categorising, and analysing a child's behaviour over time. Parents and carers can record entry types (emotional dysregulation, sensory overload, regulation success, breakthrough moments, etc.), triggers, intensity ratings, what helped, recovery duration, and personal reflections. The AI generates pattern insights from accumulated entries. Data is classified as special category health data under UK GDPR Article 9.

Turkey's Individualised Education Programme, developed for students with special educational needs who are placed in mainstream or special education settings. The BEP is prepared by a team including the student's teachers, a guidance counsellor, parents, and — where applicable — a special education teacher. It defines the student's current performance, short- and long-term goals, support services, and adaptations. BEP requirements are set by the Special Education Services Regulation.

Italy's broad category of Special Educational Needs, introduced by Ministerial Directive of 27 December 2012. BES encompasses three sub-groups: students with certified disabilities (covered by Legge 104), students with Specific Learning Disorders (DSA, covered by Law 170/2010), and students with other educational disadvantages (socio-economic, linguistic, cultural, or behavioural). Each group receives a different level of documentation (PEI or PDP).

See also: PEI — Italy, PDP — Italy

A category of SEN used in England before it was replaced by SEMH (Social, Emotional and Mental Health) in the 2014 SEND Code of Practice. The change from BESD to SEMH reflected a shift in understanding: 'behaviour' was removed from the lead position because challenging behaviour is often a symptom of underlying emotional or mental health difficulties, not the primary problem. Despite the official change, some practitioners still use 'BESD' informally, and many special schools originally designated as 'EBD' or 'BESD' schools are now called 'SEMH schools.'

See also: SEMH — UK

Part of the Triple-Gate Verification process for carers and specialists. Includes submission of identity document images and a live selfie photograph for facial comparison. Processed under Trisende Patent Application 5 (Triple-Gate), encrypted at rest, and accessible only to authorised admin accounts.

See also: Triple-Gate Verification, Enhanced DBS

A plan developed from a Functional Behavioral Assessment (FBA) that outlines strategies, supports, and interventions to address a US student's challenging behaviour. A BIP defines the target behaviour, replacement behaviours, prevention strategies, teaching strategies, and consequence strategies. Required under IDEA when behaviour impedes learning.

See also: FBA, IEP

A confirmed care or specialist session arranged through the Trisende platform. Bookings are linked to a carer or specialist profile, a child profile, and payment. The bookings dashboard shows scheduled, upcoming, and completed sessions.

A positive entry type in the Behaviour Tracker representing a notable, unexpected positive behaviour or developmental moment for a child. These are recorded alongside other entry types to build a full longitudinal picture.

Dutch for 'extraordinary education' — the historical and still commonly used informal name for special education in Flanders, Belgium. The formal structure includes types (based on disability: Type 1 = mild intellectual disability, Type 2 = moderate/severe intellectual disability, Type 3 = emotional/behavioural, etc.) and forms (based on educational level). Despite the M-Decreet (2014) and its successor the Leersteun-decreet (2023) pushing towards mainstream inclusion, 'buitengewoon onderwijs' remains a large parallel system in Flanders.

See also: M-Decreet — Belgium (Flanders)

A Multiple Attention Centre in Mexico that provides special education services to students with disabilities, multiple disabilities, or severe conditions that require intensive support beyond what mainstream schools can offer. CAMs serve students from early childhood through vocational training and also function as resource centres for surrounding mainstream schools.

See also: USAER — Mexico

NHS-funded specialist mental health services for children and young people up to age 18 (or 25 in some areas). CAMHS is organised in tiers: Tier 1 (universal services — GPs, schools, health visitors), Tier 2 (targeted — school counsellors, primary mental health workers), Tier 3 (specialist — community CAMHS teams offering assessment and treatment for complex conditions including autism, ADHD, eating disorders, and psychosis), and Tier 4 (highly specialist — inpatient units, crisis teams, secure settings). CAMHS waiting lists are a significant concern across the UK, with many children waiting 1–3 years for assessment.

See also: CAMHS, Children's Mental Health Services, CYPMHS

UK legislation establishing the framework for adult social care. Relevant on the Trisende platform for young people with SEND transitioning to adult services between ages 18 and 25. Trisende's Preparation for Adulthood (PfA) module cross-references Care Act duties.

A proprietary metric protected under Trisende's Workforce Bridge patent (GB2609675.0). The Care Load Score quantifies the caregiving burden a parent or carer carries, helping employers understand workplace support needs without requiring disclosure of private medical or SEND details. The score is computed from consent-granted signals.

See also: WorkBridge™, Shift Shield™

A verified support professional registered on the Trisende platform who provides direct care, support, or respite to families of children with SEND. Carers must complete the Triple-Gate Verification process (Enhanced DBS, biometric identity check, and credential review) before appearing in the public directory or accepting bookings.

See also: Triple-Gate Verification, Legacy Carer

The decision-making body within each French MDPH that evaluates requests for disability recognition, compensation, and support. For children, the CDAPH decides on the PPS, the allocation of AESH support, orientation to specialised classes (ULIS) or specialised institutions, and the granting of disability allowances.

See also: MDPH, PPS — France

A Basic Special Education Centre in Peru that serves students with severe or multiple disabilities who require intensive, specialised support. CEBEs also function as resource centres, hosting the SAANEE teams that provide itinerant support to surrounding mainstream schools. Peru is progressively expanding inclusive placement while maintaining CEBEs for students with the most complex needs.

See also: SAANEE — Peru

A group of permanent movement disorders that appear in early childhood, caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. CP is the most common motor disability in childhood. Types include spastic (most common), dyskinetic, ataxic, and mixed. Severity ranges from mild (walking unaided with minor difficulties) to severe (requiring full-time wheelchair and personal care). In the UK, the Cerebral Palsy Register monitors prevalence. SEND support for children with CP typically involves physiotherapy, occupational therapy, and equipment adaptations.

See also: CP

The most common cause of visual impairment in children in developed countries. Unlike eye-based conditions, CVI results from damage or dysfunction in the visual pathways and processing centres of the brain. Children with CVI may have measurable visual acuity but struggle to interpret, recognise, or make sense of what they see. It is commonly associated with premature birth, brain injury, cerebral palsy, and genetic conditions. Diagnosis requires specialist assessment. Educational strategies include reducing visual clutter, using high-contrast materials, and allowing extra processing time.

See also: CVI, Cortical Visual Impairment

Romania's term for Special Educational Requirements (CES). Students with CES include those with disabilities, learning difficulties, behavioural disorders, or social marginalisation. Under Romania's education law, students with CES have the right to be educated in mainstream schools with additional support, in special classes within mainstream schools, or in special schools. A Commission for Child Protection or an inter-disciplinary assessment team determines CES status.

A Trisende-curated directory of SEND-related charities and support organisations listed at /charities. Each charity profile includes contact details, areas of support, and geographic coverage.

A legal requirement under IDEA obligating US states and school districts to identify, locate, and evaluate all children with disabilities who may need special education services — including children who are homeless, wards of the state, or attending private schools. Child Find applies from birth through age 21.

See also: IDEA

Under the GIRFEC framework, a Child's Plan is developed for any child in Scotland who needs coordinated support from more than one service. It sets out the child's needs, the actions required, and who is responsible. For children with additional support needs, the Child's Plan may be linked to or replace the need for a separate CSP depending on the level of coordination required.

See also: GIRFEC, CSP

The primary legislation governing SEND in England. Part 3 of the Act establishes the framework for Education, Health and Care needs assessments and plans, and defines the statutory duties of local authorities, schools, and NHS bodies. It replaced the previous SEN framework under the Education Act 1996. Trisende is built on full compliance with Part 3.

Section 2 of this Act requires local authorities to provide services for disabled children and adults. It is referenced in EHCP Section H1 when specifying social care provision. Trisende's ISP mapping engine recognises Section H1 provisions and maps them accordingly.

A type of limited company in the UK designed to benefit the community. Relevant to Trisende's revenue attribution and partner programme — CIC partners may receive commission through the SCTS Ledger (Patent P7) when they refer users or provide services through the platform.

See also: Revenue Attribution & SCTS Ledger

A specific element of a patent application that defines the scope of protection sought. Trisende holds 8 UK patent applications with a combined total of 49 claims across its sovereign infrastructure patents.

A Pupil Guidance Centre in Flanders, Belgium, that provides free guidance and support to students, parents, and schools. CLBs conduct assessments for learning difficulties and disabilities, issue attestations for special education placement, advise on reasonable adjustments, and provide psychological counselling. Every school in Flanders is linked to a CLB.

A psychologist with doctoral-level training in the assessment and treatment of mental health and neurodevelopmental conditions. In the UK, clinical psychologists are regulated by the Health and Care Professions Council (HCPC) and work within NHS CAMHS teams, neurodevelopmental diagnostic services, and learning disability teams. They conduct cognitive assessments, formulate psychological understanding of a child's difficulties, deliver therapeutic interventions (CBT, systemic therapy, narrative therapy), and contribute specialist advice to EHCP processes. Distinct from educational psychologists, who focus on learning in educational contexts.

See also: Clin Psych, Clinical Psychology

CLIS (Classe pour l'Inclusion Scolaire) was the French term for an inclusive class within a mainstream primary school for students with disabilities — replaced in 2015 by ULIS (Unité Localisée pour l'Inclusion Scolaire). ULIS classes exist at primary (ULIS école), lower secondary (ULIS collège), and upper secondary (ULIS lycée) levels. Despite the name change, many French educators and parents still say 'CLIS' informally. ULIS students are formally enrolled in a mainstream class but spend part of their time in the ULIS unit for specialised support. Each ULIS is coordinated by a specialised teacher (coordonnateur ULIS).

See also: AESH — France, MDPH — France

An instructional model used across many SEND systems worldwide in which two professionals — typically a general education teacher and a special education teacher — share responsibility for planning, delivering, and assessing instruction in the same classroom. Co-teaching models include one teach/one assist, station teaching, parallel teaching, alternative teaching, and team teaching. Used in the US (IEP implementation), Italy (insegnante di sostegno), Chile (educadora diferencial), and many other jurisdictions as a key strategy for inclusive education.

See also: Insegnante di Sostegno — Italy, Inclusive Education

Statutory guidance for schools and the Education Authority in Northern Ireland on how to identify, assess, and make provision for children with special educational needs. The Code sets out a staged approach: Stage 1–2 (school-based), Stage 3 (school-based with external support), Stage 4 (statutory assessment), and Stage 5 (Statement). Comparable to England's SEND Code of Practice.

See also: Statement of SEN — Northern Ireland, SEND Code of Practice 2015

A standardised evaluation of intellectual functioning, measuring abilities such as verbal comprehension, perceptual reasoning, working memory, and processing speed. The most commonly used cognitive assessment tool worldwide is the Wechsler Intelligence Scale for Children (WISC-V). In the UK, cognitive assessments are typically administered by educational psychologists as part of EHC needs assessments or diagnostic pathways. Results help identify learning profiles, strengths, and areas of difficulty, and inform whether a child's learning difficulties are general (intellectual disability) or specific (SpLD).

See also: IQ Test, WISC-V, Cognitive Ability Assessment, Psychometric Assessment

A structured psychological therapy that helps individuals identify and change unhelpful thought patterns and behaviours. CBT is recommended by NICE for the treatment of anxiety and depression in children and adults, including those with SEND. Modified CBT programmes exist for autistic children (e.g., Exploring Feelings, The CAT-Kit). CBT is available through NHS CAMHS and IAPT services, as well as privately. For children with learning difficulties, CBT may be adapted with visual supports, concrete examples, and shortened sessions.

See also: CBT

See Admin Command Centre.

See also: Admin Command Centre

A percentage of revenue attributed to staff, partners, or CIC intermediaries for referrals or services delivered through the Trisende platform. Tracked and verified through the SCTS Ledger (Patent P7).

See also: Revenue Attribution & SCTS Ledger

An Inclusion Commission in each mainstream school in Luxembourg responsible for coordinating support for students with special educational needs. The CI develops individualised support plans (plans de prise en charge individualisés), organises reasonable accommodations, liaises with parents and external services, and may refer complex cases to the Commission Nationale d'Inclusion (CNI) for additional resources, including placement in specialised centres of competence (Centres de Compétences).

Private or public peer groups within the Trisende community platform where families, carers, and professionals with shared interests or experiences can connect, share posts, and support each other. Group admins can manage membership, set privacy, and post updates. Groups can also be targeted as a livestream audience.

Public-facing organisational or informational pages within the Trisende community, similar in concept to social media pages. Organisations, charities, schools, or individual advocates can maintain a page. Users can follow pages to receive updates in their community feed.

Content published by users to their own profile, a Community Group, or a Community Page. Posts can contain text, images, and videos. Posts are moderated and subject to Trisende's community standards.

A strategy for rehabilitation, equalisation of opportunities, and social inclusion of persons with disabilities, implemented through combined efforts of the persons themselves, their families, communities, and relevant services. Originally developed by the WHO, CBR has been reconceptualised as Community-Based Inclusive Development (CBID). Education is one of the five key components of the CBR matrix, alongside health, livelihood, social, and empowerment. Widely implemented across low- and middle-income countries.

See also: Inclusive Education

The presence of two or more co-occurring conditions in the same individual. Comorbidity is extremely common in SEND: for example, approximately 50–70% of autistic individuals also have ADHD, and many children with dyslexia also have DCD or dyscalculia. Understanding comorbidities is essential for accurate diagnosis and effective support planning. The term 'co-occurring conditions' is sometimes preferred, as 'comorbidity' can imply that conditions are separate diseases rather than overlapping neurodevelopmental profiles.

See also: Co-occurring Conditions, Dual Diagnosis, Multi-morbidity

An informal but widely used term describing students who have multiple, interacting needs that require coordinated support from several services — for example, a child with a physical disability, learning difficulty, communication needs, and mental health difficulties. 'Complex needs' is not typically a formal category in legislation, but it is used extensively in professional conversation, referral documents, and commissioning language across the UK, Australia, Ireland, and increasingly worldwide. It signals that no single intervention or professional can address the child's needs alone.

See also: Multi-Agency Working, EHCP

A reporting and tracking interface available to schools, local authorities, and the Trisende admin team. Displays EHCP statutory deadlines, ISP readiness status, outstanding actions, and Ofsted-ready documentation metrics. Helps institutions meet their legal obligations under the Children and Families Act 2014.

Singapore legislation that makes it compulsory for all Singapore citizen children of primary school age to attend a national primary school. Since 2019, compulsory education was extended to include children with moderate to severe special needs, who must attend a designated SPED school or an approved mainstream school with appropriate support.

See also: SPED School — Singapore

A serious behavioural and emotional disorder in children and adolescents characterised by persistent patterns of behaviour that violate the rights of others or age-appropriate societal norms. Symptoms may include aggression toward people or animals, destruction of property, deceitfulness, and rule violations. Recognised in DSM-5 and ICD-11. NICE guideline CG158 covers diagnosis and management in the UK. Risk factors include adverse childhood experiences (ACEs), inconsistent parenting, and undiagnosed neurodevelopmental conditions.

See also: CD, Behavioural Disorder

The local authority–facing portal within Trisende. Enables councils to track provision gaps, run territory-level SEND analytics, access SSOT data from schools and parents (with consent), and generate statutory reports. Includes write-back capability to update child records.

See also: Local Authority, SSOT

Article 24 of the UN Convention on the Rights of Persons with Disabilities, which establishes the right of persons with disabilities to education without discrimination and on the basis of equal opportunity. Article 24 requires states to ensure an inclusive education system at all levels, provide reasonable accommodation, deliver individualised support, and facilitate the learning of alternative communication modes such as Braille and sign language.

See also: UN CRPD, Inclusive Education

Scotland's equivalent of the EHCP, though with a narrower scope. A CSP is prepared by the education authority for children with additional support needs that arise from complex or multiple factors and require significant coordination across agencies (education, health, social work). Not all children with ASN will have a CSP — only those who meet the statutory test for coordinated support.

See also: ASN, EHCP

The term used in Indian government education programmes for children with disabilities who require additional support in school. Under the Samagra Shiksha Abhiyan programme, CWSN receive support including aids and appliances, assistive devices, therapeutic services, transport allowances, escort allowances, and resource room support. Schools are expected to identify CWSN through screening drives and provide inclusive education.

See also: RPWD Act 2016, Samagra Shiksha Abhiyan

The UK legislation governing the processing of personal data, including special category data such as health records and SEN information. All data on the Trisende platform is processed in compliance with UK GDPR. Trisende maintains a Data Protection Impact Assessment (DPIA) and appoints a Data Protection Officer (DPO) reachable at support@trisende.com.

A Disclosure and Barring Service certificate. A background check issued by the UK government that reveals an individual's criminal record history. Trisende requires all carers and specialists to hold a current Enhanced DBS certificate before working with children.

See also: Enhanced DBS, Triple-Gate Verification

A multi-disciplinary team at district level in South Africa that provides specialised support to schools and School-Based Support Teams (SBSTs) for learners with complex barriers to learning. DBSTs include psychologists, therapists, curriculum advisors, and social workers. They assess learners referred from schools and advise on placement and support strategies.

See also: SIAS, SBST

Terms historically used worldwide to describe people who are deaf and do not use spoken language. Both terms are now considered inaccurate and offensive: 'dumb' implies lack of intelligence, and 'mute' implies inability to communicate — neither of which is true of deaf individuals who use sign language. Modern terminology is simply 'deaf' or 'Deaf' (capitalised 'D' Deaf refers to cultural identity within the Deaf community; lowercase 'd' deaf refers to the audiological condition). In some countries, older legislation still contains these terms. Equivalent outdated terms exist in most languages.

See also: Person-First vs. Identity-First Language

A statutory role created by the ALNET Act 2018 requiring each health board in Wales to designate a clinical lead officer responsible for coordinating the health board's functions under the Act. The DECLO ensures that relevant health information contributes to IDPs and that health provision is identified and delivered for learners with ALN.

See also: ALN, IDP

A Colombian decree regulating inclusive education for persons with disabilities. It establishes that all students with disabilities have the right to quality education in mainstream settings with the necessary adjustments and support. Key requirements include the development of a PIAR for each student, the designation of a professional support role, accessible curriculum design, and progressive removal of barriers. The decree applies to public and private education at all levels.

See also: PIAR — Colombia

Chilean Decree 170 (2009) that establishes the norms for identifying and evaluating students with special educational needs to determine their eligibility for additional support through PIE. The decree defines two categories: permanent special educational needs (intellectual disability, autism, visual or hearing impairment, multiple disabilities) and transient special educational needs (specific learning difficulties, language disorders, ADHD).

See also: PIE — Chile

Portugal's inclusive education decree-law that replaced the previous special education framework. It introduces a universal, multi-tiered approach to educational inclusion: universal measures (available to all students), selective measures (for students needing additional support), and additional measures (for students with significant and persistent difficulties). The decree abandons the medical model of categorising students by disability and focuses instead on identifying barriers to participation and learning.

See also: RTP — Portugal

Qatar's framework for identifying and supporting students with special educational needs, implemented through the Ministry of Education and Higher Education's Special Education Department. Under Law No. 2 of 2004 and subsequent policies, students with disabilities have the right to education in the least restrictive environment. Schools conduct Multi-Disciplinary Team assessments to determine support levels and develop Individual Education Plans.

A core principle of Trisende's Statutory Transition Compiler (Patent P1). Rather than relying on heuristic guesses, the compiler applies fixed, legally-grounded mapping rules to transform each EHCP section into its ISP equivalent — ensuring that any given input always produces a consistent, traceable output.

See also: Statutory Transition Compiler

A neurodevelopmental condition affecting physical coordination and motor planning, making it significantly below what is expected for a child's age and intelligence. Children with DCD may struggle with handwriting, dressing, using cutlery, catching a ball, or PE. Commonly known as Dyspraxia, though DCD is the clinical term used in DSM-5 and ICD-11. Affects approximately 5–6% of school-age children. Diagnosis involves assessment by an occupational therapist or paediatrician.

See also: DCD, Dyspraxia, Motor Coordination Difficulties

A condition where children have persistent difficulties learning, understanding, and using language that are not explained by other biomedical conditions (such as hearing loss, autism, or intellectual disability). Formerly known as Specific Language Impairment (SLI). DLD affects approximately 7% of children starting school and is one of the most common developmental conditions. Diagnosis is typically made by a speech and language therapist (SLT). International DLD Awareness Day is observed on 18 October.

See also: DLD, Specific Language Impairment (SLI), Language Disorder

A distinction important across SEND systems worldwide. A clinical diagnosis (e.g. autism spectrum disorder, ADHD) is made by a medical or psychological professional and describes a condition. Identification or eligibility for special education services is an educational decision, based on whether the condition affects learning and requires additional provision. The two processes are related but separate — a diagnosis does not automatically guarantee educational support in most jurisdictions, and some countries provide support based on identified need without requiring a formal diagnosis.

The classification system published by the American Psychiatric Association, now in its fifth edition (DSM-5-TR, 2022). The DSM-5 is the primary diagnostic reference in the US, Canada, Australia, and many other countries. It defines the criteria for neurodevelopmental disorders including ASD, ADHD, specific learning disorders, intellectual disability, and communication disorders. While the UK primarily uses ICD-11, the DSM-5 is widely referenced in UK clinical practice and research. The DSM-5 unified previous autism subtypes into a single Autism Spectrum Disorder diagnosis.

See also: DSM-5, DSM-5-TR, DSM

A formal assessment report issued by the educational psychology guidance team (Equipo de Orientación Educativa y Psicopedagógica) in Spain that determines a student's special educational needs, the type and degree of support required, and the recommended educational placement (mainstream, mainstream with support, special education unit, or special school). The dictamen is the basis for resource allocation.

See also: ACNEE — Spain

The clinical process of distinguishing one condition from others that share similar symptoms. In SEND, differential diagnosis is critical because many conditions overlap: for example, ADHD inattention may resemble autism social withdrawal, anxiety may mimic PDA, and hearing impairment may be mistaken for language delay. A thorough differential diagnosis considers developmental history, behavioural observations across settings, standardised assessments, and information from parents and teachers. Misdiagnosis or missed diagnosis is a significant concern, particularly for girls and women, ethnic minorities, and children from disadvantaged backgrounds.

See also: DDx

The practice of adapting teaching — content, process, product, or learning environment — to meet the diverse needs of students in a single classroom. Differentiation is arguably the most commonly used word in day-to-day SEND teaching across every jurisdiction, yet it is rarely defined in legislation. Teachers worldwide differentiate by simplifying language, providing visual supports, offering choice in how to demonstrate learning, adjusting pace, using tiered activities, or grouping students strategically. In many countries, differentiation is the expected first response before formal SEND identification — it is the teacher's toolkit for inclusion.

See also: Universal Design for Learning, Inclusive Education

A term used in India and some other countries — particularly in government and media — as an alternative to 'disabled' or 'handicapped.' In India, this term was commonly used in policy until it was progressively replaced by 'Divyang' and by the rights-based language of the Rights of Persons with Disabilities Act 2016. The term is controversial internationally: supporters say it emphasises ability; critics — including many disability rights activists — argue it is euphemistic, avoids the reality of barriers, and is not used by disabled people themselves. It remains common in everyday Indian English.

See also: Divyang — India, Person of Determination — UAE

A classification used in many countries to determine whether a child qualifies for special education services. The United States defines 13 categories under IDEA (including autism, specific learning disability, intellectual disability, emotional disturbance, and others). Other countries use different classification systems — the UK focuses on areas of need (communication and interaction, cognition and learning, social/emotional/mental health, sensory/physical), while India recognises 21 disability types under the RPWD Act.

See also: IDEA, RPWD Act 2016, SEND

Australian federal legislation that makes it unlawful to discriminate against a person because of their disability in areas including education, employment, access to premises, and the provision of goods and services. The Disability Standards for Education 2005 were made under this Act.

See also: Disability Standards for Education 2005

Australian federal standards made under the Disability Discrimination Act 1992 that require education providers to make reasonable adjustments so that students with disabilities can access and participate in education on the same basis as students without disabilities. The standards cover enrolment, participation, curriculum, support services, and harassment.

See also: Disability Discrimination Act 1992, NCCD, Reasonable Adjustment

Statistical data collected and reported in a way that separates information about persons with disabilities from the general population. Disability-disaggregated data is essential for monitoring inclusion, identifying disparities, planning services, and tracking progress towards SDG 4 and CRPD obligations. The UN CRPD (Article 31) requires states to collect appropriate statistical and research data. The Washington Group Questions provide a standardised tool for collecting comparable disability data across countries.

See also: Washington Group Questions, SDG 4

Nigeria's landmark disability rights legislation, which prohibits discrimination against persons with disabilities in education, health, employment, transportation, and social services. In education, the law guarantees free education for persons with disabilities in public institutions, requires reasonable accommodations, and mandates a 5-year transition to inclusive education. It established the National Commission for Persons with Disabilities.

Mechanisms available to parents and families to challenge decisions about their child's special education provision. Most countries with established SEND systems provide formal dispute resolution pathways: the First-tier SEND Tribunal (England), Due Process Hearings (US), ASN Tribunal (Scotland), Education Tribunal for Wales, SENDIST NI (Northern Ireland), and the Administrative Appeals Tribunal or state-level bodies (Australia). Mediation is also available or required as a preliminary step in many jurisdictions.

See also: First-tier Tribunal, Due Process Hearing — United States, ASN Tribunal — Scotland

A Hindi term meaning 'divine body,' introduced by the Indian government as a preferred alternative to 'viklang' (disabled/handicapped). The term was promoted to encourage a positive perception of persons with disabilities. It appears in official government communications and some policy documents. The term is debated: supporters see it as empowering; many disability rights activists in India criticise it as patronising, arguing that people with disabilities do not want to be called divine — they want rights, accessibility, and equal treatment. The Rights of Persons with Disabilities Act 2016 uses 'person with disability.'

See also: RPWD Act — India, Differently Abled

A UK government benefit for disabled children under 16 (and adults who applied before 2013). Relevant to families on the platform. Trisende's AI Document Assistant can assist with DLA application evidence by extracting relevant provisions and needs from an EHCP.

An AI-powered tool within Trisende that processes uploaded SEND documents — EHCPs, ISPs, therapy reports, tribunal bundles — to extract key information, generate summaries, and identify provision gaps. Distinct from the EHCP Converter (which performs the statutory transformation); the Document Assistant handles open-ended document queries.

See also: EHCP Hub, AI Assistant

Trisende Patent Application 2 (TSND-UK-P2). A dual-actor validation system that requires two independent stakeholders to confirm before any provision becomes active on the platform. For example, a school cannot unilaterally mark a provision as delivered — the parent (or SSOT Guardian) must also confirm. This prevents unilateral changes to a child's statutory record.

See also: SSOT, APS-Safe Handshake

A genetic condition caused by the presence of an extra copy of chromosome 21 (trisomy 21). Down syndrome is the most common chromosomal condition, occurring in approximately 1 in 800–1,000 live births worldwide. It is associated with mild to moderate intellectual disability, characteristic physical features, and increased risk of certain medical conditions (congenital heart defects, thyroid issues, hearing and vision problems). With appropriate support, children with Down syndrome attend mainstream and specialist schools. The Down's Syndrome Association (UK) and National Down Syndrome Society (US) provide educational guidance.

See also: Trisomy 21, Down's Syndrome

A formal analysis of the privacy risks associated with a new product or data process. Trisende maintains a DPIA for all high-risk processing activities, including APS video masking, biometric verification, and child profile data. Required under UK GDPR Article 35.

Specific Learning Disorders recognised under Italian Law 170/2010, including dyslexia (dislessia), dyscalculia (discalculia), dysgraphia (disgrafia), and dysorthography (disortografia). Students diagnosed with DSA are entitled to a PDP and to compensatory tools (strumenti compensativi) such as text-to-speech software, and dispensatory measures (misure dispensative) such as exemption from timed reading aloud.

See also: PDP — Italy, BES — Italy

In US special education, 'due process' refers to the formal dispute resolution mechanism under IDEA. When parents and the school district disagree about a child's identification, evaluation, placement, or IEP services, either party can file a due process complaint, leading to a hearing before an impartial hearing officer. 'Going to due process' is the US equivalent of the UK's 'going to Tribunal.' Due process hearings are quasi-judicial proceedings — both sides can have legal representation, present evidence, and call witnesses. Most states also offer mediation as a less adversarial alternative.

See also: IDEA — United States, IEP, Tribunal

A formal legal proceeding under IDEA in which a parent or school district can resolve disputes about the identification, evaluation, placement, or provision of FAPE for a child with a disability. An impartial hearing officer presides and decisions are legally binding. Analogous in function to the UK's First-tier SEND Tribunal.

See also: IDEA, FAPE, Procedural Safeguards

A specific learning difficulty affecting the understanding of numbers, mathematical concepts, and arithmetic. Individuals with dyscalculia may struggle with number sense, memorising arithmetic facts, accurate calculation, and mathematical reasoning. It is distinct from general maths anxiety, although the two can co-occur. Recognised in the UK under the Equality Act 2010 as a disability. The ICD-11 classifies it within 'developmental learning disorder with impairment in mathematics'.

See also: Mathematics Disorder, Number Blindness (informal)

A specific learning difficulty affecting handwriting and written expression. Individuals may produce illegible handwriting, write very slowly, have difficulty with letter spacing and sizing, or struggle to organise thoughts on paper. Dysgraphia is not currently a standalone diagnosis in DSM-5 (classified under 'Specific Learning Disorder with impairment in written expression') but is widely used clinically. Often co-occurs with DCD/dyspraxia and dyslexia.

See also: Impairment in Written Expression

A specific learning difficulty (SpLD) primarily affecting reading, writing, and spelling. Dyslexic individuals may have difficulty with phonological awareness, verbal memory, and processing speed, despite having average or above-average intelligence. In the UK, it is recognised as a disability under the Equality Act 2010. Diagnostic assessments are carried out by educational psychologists or specialist assessors. Schools have a duty to provide reasonable adjustments. The Rose Review (2009) provided the most widely used UK definition. Internationally, terms and acceptance vary — some jurisdictions classify it within 'reading disorder' (DSM-5) or 'developmental learning disorder with impairment in reading' (ICD-11).

See also: Reading Disorder, SpLD

The commonly used term for Developmental Coordination Disorder (DCD). Refers to difficulties with motor coordination, balance, spatial awareness, and motor planning. In everyday use, dyspraxia may also encompass verbal dyspraxia (Childhood Apraxia of Speech) and difficulties with organisation and sequencing of movements. The Dyspraxia Foundation (UK) advocates for greater recognition in schools and workplaces.

See also: DCD, Developmental Coordination Disorder

The difficulty in managing emotional responses to be proportionate to the situation. 'Dysregulated' has become standard vocabulary in SEND practice globally: 'the student became dysregulated,' 'they need support with regulation.' Emotional regulation difficulties are common in ADHD, autism, trauma, anxiety, and attachment difficulties. Schools increasingly teach regulation strategies explicitly — through zones of regulation (colour-coded emotional states), co-regulation (an adult helping the child regulate), sensory breaks, and calm/safe spaces. The shift from 'behaviour management' to 'regulation support' reflects a broader move in SEND from punitive to therapeutic approaches.

See also: Meltdown vs. Shutdown, Sensory Processing, Trauma-Informed Practice

A centre in each county of Kenya that provides assessment, identification, and intervention services for learners with special needs and disabilities. EAR Centres conduct multi-disciplinary assessments, recommend educational placement, provide assistive devices, offer early intervention, and support schools in implementing inclusive practices. Staffed by educational assessors, psychologists, and therapists.

A term used in England for support provided to children and families at the earliest opportunity when difficulties are identified — before they escalate to the point of requiring statutory intervention (e.g., an EHCP, social care involvement, or a child protection plan). Early Help is not a single service but a way of working: any professional (teacher, health visitor, GP) can initiate an Early Help assessment. In SEND contexts, Early Help often bridges the gap between informal school-based support and formal statutory processes. The term is standard vocabulary among UK practitioners but not always understood by parents.

See also: Graduated Approach — England, Team Around the Child

Support and services provided to infants, toddlers, and young children (typically birth to age 5 or 6) who have developmental delays or disabilities, with the goal of improving outcomes before the child enters school. Early intervention is a component of many national SEND systems: IDEA Part C in the United States, the NDIS Early Childhood approach in Australia, Portage services in the UK, and various programmes across European and Asian countries. Evidence consistently shows that early identification and intervention lead to better long-term educational and developmental outcomes.

See also: IDEA Part C, NDIS

A group of mental health conditions characterised by disturbed eating patterns that significantly affect physical health and psychosocial functioning. In the SEND context, Avoidant/Restrictive Food Intake Disorder (ARFID) is particularly relevant — it is characterised by extremely limited food range, aversion to certain textures/smells/colours, and/or fear of choking or vomiting, without body image concerns. ARFID is common in autism due to sensory sensitivities. Other eating disorders (anorexia nervosa, bulimia nervosa) also occur in neurodivergent populations, sometimes masked by the primary diagnosis. NICE guideline NG69 covers eating disorder recognition and treatment.

See also: ARFID, Anorexia, Bulimia, Avoidant/Restrictive Food Intake Disorder

A differential (special) education teacher in Chile who provides direct support to students with special educational needs within the PIE framework. Educadoras diferenciales deliver co-teaching in mainstream classrooms, provide pull-out specialist instruction, develop individual support plans, and collaborate with classroom teachers and families.

See also: PIE — Chile

New Zealand's primary education legislation, which replaced the Education Act 1989. The Act requires schools to identify and provide for students with diverse learning needs, including those with disabilities. It affirms the right of every person to free enrolment and free education at a state school.

The single body responsible for ensuring that the education needs of all children and young people in Northern Ireland are met. The EA manages the statutory assessment process for special educational needs, issues Statements of SEN, funds special educational provision, and oversees all grant-aided schools. It performs a role comparable to English local authorities for SEND.

See also: Statement of SEN — Northern Ireland

Thai legislation guaranteeing persons with disabilities the right to free education from birth through higher education, including early intervention, formal education, vocational training, and non-formal education. The Act establishes the right to educational services, assistive technology, media, facilities, and other support needed to access education. An Individual Education Plan is required for each student with a disability.

The independent tribunal that hears appeals from parents and young people about ALN decisions made by schools and local authorities in Wales. It replaced the former Special Educational Needs Tribunal for Wales (SENTW). The tribunal can order the preparation or amendment of IDPs and has powers to direct local authorities.

See also: ALN, IDP, First-tier Tribunal

A classification used in the UK from the 1940s to the 1981 Education Act that categorised children with below-average intelligence into two groups: ESN(M) (educationally subnormal — moderate) and ESN(S) (educationally subnormal — severe). Children classified as ESN were placed in special schools. The term was abolished by the 1981 Education Act, which replaced fixed categories with the concept of 'special educational needs.' ESN is now considered offensive, but it appears in historical education records and older research literature. Disproportionate numbers of Black Caribbean children were classified as ESN in the 1960s–70s, a history documented in Bernard Coard's influential 1971 pamphlet.

See also: Warnock Report

Brazil's National Policy on Special Education from the Perspective of Inclusive Education (2008), which established that students with disabilities, pervasive developmental disorders, and high abilities/giftedness should be enrolled in mainstream schools and receive Specialised Educational Attendance (AEE). The policy marked a shift from segregated to inclusive education and aligned Brazil with the UN CRPD.

See also: AEE — Brazil, LBI — Brazil

The statutory assessment process that determines whether a child requires an EHCP. A parent, school, or other professional can request an EHC needs assessment from the local authority. The LA must respond within 6 weeks, and the entire process — from request to issued plan — must complete within 20 weeks.

A legally binding document produced by a local authority for a child or young person aged 0–25 with SEND, who requires support beyond what schools can provide through SEN Support alone. An EHCP describes the child's needs (Sections B, C, D), the outcomes sought (Section E), and the educational, health, and social care provisions to meet those needs (Sections F, G, H1/H2). EHCPs are governed by the Children and Families Act 2014 and must be completed within a 20-week statutory timeline.

See also: ISP, Statutory Transition Compiler, EHCP Hub

The Trisende feature for uploading, converting, and managing Education, Health and Care Plans. Supports single-document conversion and Batch EHCP Processing. The hub uses OCR extraction, AI semantic analysis, and the Statutory Transition Compiler to transform EHCPs into ISP-ready format.

See also: EHCP, ISP, Statutory Transition Compiler, Batch EHCP Processing

The 11 sections of an Education, Health and Care Plan: Section A (child's views and aspirations), Section B (special educational needs), Section C (health needs), Section D (social care needs), Section E (outcomes), Section F (educational provision), Section G (health provision), Section H1 (social care provision under Chronically Sick and Disabled Persons Act), Section H2 (other social care provision), Section I (school placement), Section J (personal budget), Section K (appendices / supporting evidence).

See also: EHCP

A group of inherited connective tissue disorders affecting the skin, joints, and blood vessel walls. The hypermobile type (hEDS) is the most common and is characterised by joint hypermobility, chronic pain, fatigue, and skin that bruises easily. EDS increasingly recognised as co-occurring with autism and ADHD. Children with EDS in schools may need modified PE, ergonomic support, pain management accommodations, and understanding of fatigue. Diagnosis is clinical (no genetic test for hEDS). The Ehlers-Danlos Society and EDS UK provide resources.

See also: EDS, hEDS, Hypermobility Syndrome

A Multidisciplinary Team for Inclusive Education Support in Portuguese schools, established under Decreto-Lei 54/2018. The EMAEI coordinates the identification of students needing support, develops the RTP, monitors the implementation of measures, and reviews outcomes. Members include teachers, psychologists, therapists, and other specialists.

See also: Decreto-Lei 54/2018 — Portugal, RTP — Portugal

A real-time location-aware map feature used to coordinate emergency resources and carer availability. Applies fuzzy geolocation to protect specialist and carer privacy while still enabling proximity matching. Powered by the Sovereign Relief Network (Patent P5) matching engine.

See also: Sovereign Relief Network, S.A.F.E.

A broad term describing situations where children and young people experience significant difficulty attending school due to emotional factors such as anxiety, depression, sensory overload, bullying, or unmet SEND needs. EBSA replaces the older, more judgmental term 'school refusal' which implied deliberate non-compliance. In the UK, local authorities and CAMHS teams increasingly use EBSA frameworks. It is not a clinical diagnosis but a descriptor for a pattern of behaviour that requires a multi-agency response. Children with autism, ADHD, and anxiety are disproportionately affected.

See also: EBSA, School Refusal, School Avoidance, Persistent Absence

The employer-facing portal within Trisende's WorkBridge™ product. Allows employers to view anonymised Care Load Scores for employees who have consented, manage Shift Shield™ scheduling protections, access attendance signalling tools, and run analytics on workforce SEND-related support needs — all without accessing private medical or SEND data.

See also: WorkBridge™, Care Load Score™, Shift Shield™

Singapore's national strategic plan for supporting persons with disabilities across the lifespan. The Enabling Masterplan is reviewed and updated periodically (the latest being the Enabling Masterplan 2030) and covers education, employment, community integration, caregiving support, and assistive technology. It guides government investment and policy direction for disability services.

The highest level of Disclosure and Barring Service check, required for anyone working in regulated activity with children or vulnerable adults. Trisende mandates Enhanced DBS certificates for all carers and specialists before they can accept bookings or appear in the verified directory.

See also: DBS Certificate, Triple-Gate Verification

A neurological condition characterised by recurrent, unprovoked seizures caused by sudden bursts of electrical activity in the brain. Epilepsy affects approximately 1 in 200 children in the UK. Schools must have an Individual Healthcare Plan (IHP) for pupils with epilepsy and staff trained in seizure first aid and emergency medication (e.g., buccal midazolam). Epilepsy frequently co-occurs with learning disabilities, autism, and ADHD. Status epilepticus (a prolonged seizure) is a medical emergency. Young Epilepsy and Epilepsy Action provide educational resources for schools.

See also: Seizure Disorder

Irish legislation that provides for the education of people with special educational needs. The Act establishes the right to an assessment of needs, the preparation of an individual education plan, and the provision of appropriate education. Key sections relating to individual education plans and appeals have not yet been fully commenced, though the NCSE operates under the Act's broader framework.

See also: NCSE

UK legislation that prohibits discrimination against people with protected characteristics, including disability. Schools have a specific duty to make reasonable adjustments and provide auxiliary aids for disabled pupils. Relevant to SEND provision planning on the Trisende platform.

Special education and related services provided beyond the regular US school year when the IEP Team determines that a child with a disability requires them to receive FAPE. ESY is typically provided during summer breaks to prevent significant regression.

See also: IEP, FAPE

An independent organisation that acts as a platform for collaboration on special needs and inclusive education across its member countries (31 European countries as of 2024). The Agency conducts research, produces policy guidance, and supports member countries in developing inclusive education systems. It is funded by its member governments and the European Commission.

See also: Inclusive Education

A chronological export of all documents, assessments, communications, and events associated with a child's SEND journey. Available in Parent Pro+ tier. Used in tribunal preparation and annual reviews to demonstrate provision history.

A set of cognitive processes — including working memory, flexible thinking, inhibitory control, planning, organisation, and time management — that enable goal-directed behaviour. Executive function difficulties are a core feature of ADHD and are also common in autism, dyslexia, and other neurodevelopmental conditions. In schools, executive function difficulties manifest as forgetting instructions, losing materials, struggling to start or complete tasks, difficulty switching between activities, and poor time awareness. Understanding executive function has transformed SEND practice: rather than viewing these behaviours as laziness or defiance, they are recognised as a neurological difficulty requiring scaffolding and environmental support.

See also: ADHD, Neurodivergent

A set of cognitive processes managed by the brain's prefrontal cortex that enable planning, organisation, working memory, flexible thinking, self-monitoring, impulse control, task initiation, and time management. Executive functioning difficulties are a core feature of ADHD and are also common in autism, FASD, and after brain injury. In schools, executive functioning difficulties may present as forgetting homework, losing belongings, difficulty following multi-step instructions, poor time management, and struggling to start tasks. Support strategies include visual checklists, task breakdown, external timers, and structured routines.

See also: EF, Executive Function, Executive Dysfunction

A core entitlement under the US Individuals with Disabilities Education Act. FAPE requires that special education and related services are provided at no cost to families, meet state standards, and include an appropriate preschool, elementary, or secondary school education. The US Supreme Court ruled in Endrew F. v. Douglas County (2017) that an IEP must be reasonably calculated to enable a child to make progress appropriate in light of the child's circumstances.

See also: IDEA, IEP

A systematic process used in US schools to identify the underlying cause or function of a student's challenging behaviour. An FBA examines antecedents, the behaviour itself, and consequences to determine why the behaviour is occurring. Required under IDEA when a student's behaviour impedes their learning or the learning of others.

See also: BIP, ABC Analysis

The primary UAE legislation protecting the rights of People of Determination (persons with disabilities). The law guarantees rights in education, health, rehabilitation, employment, and public life. In education, it mandates that students with disabilities have the right to equal access to education and that schools must make reasonable accommodations. Updated and strengthened in 2024.

See also: People of Determination — UAE

A US federal law that protects the privacy of student education records. FERPA gives parents (and eligible students over 18) the right to access, review, and request corrections to their child's records, and restricts disclosure of personally identifiable information without consent. Analogous in purpose to UK GDPR protections for SEN data.

See also: UK GDPR

The independent judicial body that hears appeals against local authority SEND decisions in England. Parents can appeal if the LA refuses to assess for an EHCP, refuses to issue an EHCP, or if they disagree with the content of the plan. An appeal must be lodged within 2 months of the LA decision. Mediation must be considered (but not completed) before most appeals. Trisende's Parent Pro+ tier includes tribunal preparation tools.

See also: Mediation, EHCP

An umbrella term for a range of physical, behavioural, and learning difficulties caused by prenatal alcohol exposure. FASD is a leading preventable cause of intellectual disability worldwide. Features may include growth deficiency, facial anomalies, central nervous system dysfunction, and difficulties with memory, attention, executive functioning, and social skills. FASD is significantly under-diagnosed in the UK despite estimated prevalence of 3–5% of all births. Educational needs include explicit instruction, repetition, structured environments, and avoiding abstract language. The National FASD organisation provides UK-specific guidance.

See also: FASD, FAS, Foetal Alcohol Syndrome, Fetal Alcohol Syndrome (US spelling)

The most common inherited cause of intellectual disability and the most common single-gene cause of autism. Caused by a mutation in the FMR1 gene on the X chromosome. Affects approximately 1 in 4,000 males and 1 in 8,000 females (females are often less severely affected due to having two X chromosomes). Features include learning difficulties, social anxiety, sensory sensitivities, attention difficulties, and in some cases, seizures. Genetic testing (DNA analysis) confirms the diagnosis. Educational support typically involves structured routines, reduced sensory stimulation, and visual supports.

See also: FXS, Martin-Bell Syndrome

A mainstream South African school that is equipped and supported to address a full range of barriers to learning. Full-Service Schools receive additional resources, training, and specialist support to include learners with moderate support needs who would otherwise be placed in special schools. They serve as models of inclusive practice within districts.

See also: White Paper 6 — South Africa, SIAS

A systematic process for identifying the purpose or function of challenging behaviour. FBA examines the antecedents (what triggers the behaviour), the behaviour itself, and the consequences (what happens afterwards) to determine whether the behaviour serves to gain attention, escape demands, access preferred items, or fulfil a sensory need. In the US, FBA is a legal requirement under IDEA before changing the placement of a child with a disability due to behaviour. In the UK, FBA is widely used in special schools and by behaviour support teams. The findings inform the development of Positive Behaviour Support (PBS) plans.

See also: FBA, Functional Analysis

Labels historically used to categorise autistic people and people with intellectual disabilities as 'high-functioning' (able to speak, academically capable, appearing to cope) or 'low-functioning' (non-speaking, needing significant support). Increasingly rejected by the autistic community and many professionals because they oversimplify, ignore the variability of needs across contexts and time, and deny support to those labelled 'high-functioning' while denying agency to those labelled 'low-functioning.' Many organisations now recommend describing specific support needs instead — e.g., 'autistic person with high support needs' or 'autistic person who communicates using AAC.' The DSM-5 replaced functioning labels with a three-level support needs system.

See also: Neurodiversity, Autism Spectrum Disorder, Masking / Camouflaging

A privacy-preserving technique used in the Emergency Pulse Map and Relief Network where a user's precise location is obfuscated to a neighbourhood-level radius (approximately 500 metres) before being shared. This prevents exact address disclosure while still enabling proximity-based matching.

See also: Sovereign Relief Network, Emergency Pulse Map

The term used in most German states (Bundesländer) for a special school. Other states use different names: Sonderschule (Bavaria, Baden-Württemberg), Förderzentrum (Schleswig-Holstein), or Schule mit sonderpädagogischem Förderschwerpunkt (Berlin). The variety of names reflects Germany's federal education system where each of 16 states sets its own policy. In everyday German, 'Förderschule' is the most widely understood term. Germany has one of the highest special school enrolment rates in Europe, though inclusion rates have been rising since Germany ratified the UN CRPD in 2009.

See also: Sonderpädagogischer Förderbedarf — Germany

A special school in Germany (also called Sonderschule or Förderzentrum depending on the federal state) that provides education for students with identified special educational needs who are not placed in mainstream schools. Germany has historically had a strong Förderschule system, though since ratifying the UN CRPD in 2009, all federal states have been working to increase inclusion in mainstream schools. Inclusion rates vary significantly between states.

See also: Sonderpädagogischer Förderbedarf — Germany, Inclusive Education

Swedish preschool (ages 1–5), which plays a critical role in early identification and support for children with developmental differences. Sweden's förskola system is designed around an inclusive philosophy — children with disabilities attend the same preschools as their peers, with additional support from specialist teams (resursteam). The förskola is often where SEND needs are first identified and where early intervention begins, making it a key part of Sweden's inclusive education pipeline.

See also: Inclusive Education, Early Intervention

A rapid sequence of gifts sent by multiple viewers during a livestream session. When gifts are sent in quick succession, the platform triggers a combined visual celebration — the Gift Combo Overlay — celebrating the combined value of the streak.

See also: Legendary Gift, Token Economy

A threshold reached during a livestream when the total value of gifts sent crosses a predefined amount. Triggers a visual milestone celebration for the streamer and audience. Each milestone level displays progressively more elaborate animations.

See also: Legendary Gift, Token Economy

Scotland's national approach to improving outcomes for all children and young people. GIRFEC provides a consistent framework for practitioners across education, health, social work, and third sector organisations to work together. It uses eight wellbeing indicators (Safe, Healthy, Achieving, Nurtured, Active, Respected, Responsible, Included — SHANARRI) and a single planning framework called the Child's Plan.

See also: Child's Plan — Scotland

Vietnam's inclusive education approach, established under the Law on Persons with Disabilities (2010) and the Education Law (2019). Vietnam promotes inclusive education as the primary model, with students with disabilities attending mainstream schools in their communities with support from resource teachers and local support centres. The Ministry of Education and Training has progressively expanded inclusive education from primary to secondary and pre-school levels.

A diagnosis used for children under 5 years who show significant delay in two or more developmental domains: gross/fine motor, speech/language, cognition, social/personal, and daily living activities. GDD is a descriptive rather than aetiological diagnosis — it indicates developmental milestones are not being met but does not specify the underlying cause. Many children with GDD go on to receive more specific diagnoses (such as intellectual disability, autism, or genetic conditions) as they grow older. In the UK, the term is widely used by paediatricians and health visitors.

See also: GDD, Developmental Delay

The Global Partnership for Education, the world's largest fund dedicated to education in low- and lower-middle-income countries, includes disability-inclusive education as a key priority. GPE requires partner countries to address equity and inclusion — including for learners with disabilities — in their education sector plans. GPE supports system strengthening, data collection, teacher training, and accessible learning environments.

See also: Inclusive Education

A user role within the Trisende governance framework with oversight capabilities across the platform. Governors can monitor compliance, review audit logs, and produce governance reports — without having operational access to modify individual user data.

A directory of NHS GP practices accessible within the Trisende platform via ODS codes. Allows families and professionals to find health providers relevant to a child's care. Linked to the NHS dashboard for health provision coordination.

See also: ODS Code, NHS Dashboard

A Special Guidance Teacher in Indonesian inclusive schools who provides support to students with special needs. GPKs assess learning needs, develop individual learning programmes, adapt curriculum, provide direct instruction, and train classroom teachers on inclusive strategies. GPKs may be specially trained teachers employed by the school or itinerant teachers from nearby special schools (SLB).

See also: Sekolah Inklusi — Indonesia

A principle used across many SEND systems worldwide (including the UK's SEN Support, the US's RTI/MTSS, Finland's three-tier model, and Hong Kong's Whole School Approach) where support is provided in escalating tiers. All students receive high-quality universal instruction (Tier 1). Students who need more receive targeted group support (Tier 2). Those with the most significant needs receive intensive, individualised intervention (Tier 3). The graduated approach ensures that the most resource-intensive support is reserved for those who need it most.

See also: SEN Support, RTI, MTSS, Three-Tier Support Model — Finland

A Trisende-curated directory of grants available to families of children with SEND. Each listing includes eligibility criteria, award amounts, application links, and deadlines.

A term historically used worldwide to describe persons with disabilities. Now considered outdated and inappropriate in most English-speaking countries (replaced by 'disabled' in the UK and 'person with a disability' in the US). However, 'handicap/handicapé' remains the standard term in French-language legislation and policy. Japanese law historically used '障害者' (shōgaisha) with similar connotations. The term persists in some countries' legislation, in organisational names (e.g., some long-established charities), and in everyday language in many cultures. When encountered in international documents, it generally corresponds to the modern term 'disability.'

See also: Person-First vs. Identity-First Language

See Double-Key Handshake Protocol.

See also: Double-Key Handshake Protocol

Estonia's legal concept of a student with special educational needs (literally 'student with educational special needs'). Under the Basic Schools and Upper Secondary Schools Act, schools must identify HEV students and provide appropriate support measures, including enhanced learning support, special conditions for study, and where necessary, placement in a special class or school. The Rajaleidja counselling centres conduct assessments and advise schools.

Partial or total inability to hear, ranging from mild to profound. May be conductive (outer/middle ear), sensorineural (inner ear/auditory nerve), or mixed. In the UK, the Newborn Hearing Screening Programme identifies most cases at birth. Children with HI may use hearing aids, cochlear implants, British Sign Language (BSL), or a combination. Schools may employ a Teacher of the Deaf (ToD) and provide radio aids or sound-field systems. The National Deaf Children's Society (NDCS) provides guidance on educational support.

See also: HI, Deafness, Hearing Loss, Hard of Hearing

Finland's Individual Plan for the Organisation of Teaching, developed for students receiving special support (the highest tier in Finland's three-tier model). The HOJKS sets out the student's learning objectives, support arrangements, teaching methods, and assessment approaches. It is developed collaboratively by teachers, the student, and their parents. A HOJKS is required by the Basic Education Act whenever a formal decision on special support is made.

See also: Three-Tier Support Model — Finland

A condition where excess cerebrospinal fluid (CSF) builds up in the ventricles of the brain, causing increased pressure. It can be congenital or acquired. Treatment usually involves surgical insertion of a shunt (a tube that drains fluid to another part of the body). In children, hydrocephalus may affect learning, memory, concentration, visual-spatial skills, and physical coordination. Schools should be aware of shunt malfunction signs (headache, drowsiness, vomiting, visual changes) which constitute a medical emergency. Shine (UK) provides support and information. Hydrocephalus commonly co-occurs with spina bifida.

See also: Shunt, VP Shunt, Excess CSF

A condition where joints move beyond the normal range of motion. Joint hypermobility is common in children and often benign, but Hypermobility Spectrum Disorder (HSD) and Ehlers-Danlos Syndrome (hypermobile type, hEDS) can cause chronic pain, fatigue, frequent dislocations/subluxations, and co-occurring conditions including POTS (postural tachycardia syndrome), anxiety, and sensory processing difficulties. There is significant overlap between hypermobility and neurodevelopmental conditions — research suggests higher rates of autism and ADHD in hypermobile individuals. In schools, children with hypermobility may need adaptations for handwriting (e.g., pencil grips, sloped writing surfaces), PE modifications, and ergonomic seating.

See also: HSD, hEDS, Joint Hypermobility, Ehlers-Danlos Syndrome

A framework developed by the World Health Organization (WHO) for describing and measuring health and disability at both individual and population levels. The ICF classifies functioning in terms of body functions, body structures, activities, participation, and environmental factors. Several countries — including Italy, Japan, and Switzerland — use ICF-based frameworks for assessing and describing the support needs of children with disabilities in education.

See also: UN CRPD

The primary US federal law governing special education. IDEA requires public schools to provide a Free Appropriate Public Education (FAPE) to all eligible children with disabilities, aged 3–21. Part B covers school-age children (3–21); Part C covers early intervention for infants and toddlers (birth to age 3). IDEA defines 13 disability categories for eligibility and mandates procedural safeguards for families.

See also: FAPE, IEP, LRE, Child Find

The section of the Individuals with Disabilities Education Act that governs early intervention services for infants and toddlers with disabilities from birth through age 2 in the United States. Part C services are documented in an Individualized Family Service Plan (IFSP) rather than an IEP, and are delivered in the child's natural environment wherever possible.

See also: IDEA, IFSP

A committee at the municipal or county level in Taiwan responsible for identifying, assessing, and placing students with special educational needs. The committee conducts multi-disciplinary evaluations, determines eligibility for special education services, and recommends placement in the most appropriate setting (resource room, self-contained class, special school, or home-based instruction).

See also: Special Education Act — Taiwan

The role-switching interface enabled by Trisende's Polymorphic Hierarchical Identity (PHI) system (Patent P6). A single registered user can hold multiple mandates — for example, a parent who is also a carer — and switch between role contexts without logging out. Each role context activates a different dashboard, data scope, and permission set.

See also: Polymorphic Hierarchical Identity, Role

The statutory document in Wales that replaces both the Statement of SEN and the school-based IEP. An IDP describes the child's additional learning needs, the additional learning provision (ALP) required, and the outcomes to be achieved. IDPs are maintained by schools for most learners, or by local authorities for more complex cases. They cover learners from 0 to 25.

See also: ALN, EHCP

An evaluation of a child with a disability conducted by a qualified examiner who is not employed by the school district. Under IDEA, parents have the right to request an IEE at public expense if they disagree with the school's evaluation.

See also: IDEA, Due Process Hearing

The US equivalent of the UK's EHCP. A legally binding document developed for each public school child who qualifies for special education under the Individuals with Disabilities Education Act (IDEA). The IEP sets measurable annual goals, defines the special education and related services the child will receive, describes accommodations, and specifies the placement. IEPs must be reviewed at least annually and the child re-evaluated at least every three years.

See also: EHCP, IDEA, IEP Team, FAPE

The group of individuals responsible for developing, reviewing, and revising a child's IEP under IDEA. The IEP Team must include: the child's parent(s), at least one regular education teacher, at least one special education teacher, a representative of the school district (LEA), an individual who can interpret evaluation results, and — where appropriate — the child themselves.

See also: IEP, IDEA, LEA

In Canada, an Individual Education Plan is a written plan describing the special education programme and services required to meet a student's identified needs. IEP requirements vary by province: in Ontario, an IEP is mandatory after an IPRC identification; in British Columbia, it is required for students designated with special needs. Canadian IEPs typically include current achievement levels, annual goals, accommodations, modifications, and transition plans.

See also: IPRC, IPP — Canada

In New Zealand, an Individual Education Plan is developed for students receiving additional learning support, particularly those funded through ORS. The IEP is a collaborative document developed with the student (where appropriate), parents, teachers, and specialists. It sets learning goals, identifies strategies and resources, and is reviewed regularly. IEPs are not a statutory requirement but are considered best practice.

See also: ORS

An Individual Education Plan required for every student receiving special education services in Saudi Arabia. The IEP is developed by a team that includes the special education teacher, classroom teacher, parents, and relevant specialists. It documents the student's current levels of performance, annual goals, short-term objectives, related services, and evaluation criteria. Saudi Arabia's IEP framework draws significantly from the US IDEA model.

An Individualized Education Plan (개별화교육계획) required for every student receiving special education in South Korea. The IEP is developed by a team that includes the student's parents, special education teacher(s), and related service providers. It covers the student's present levels of performance, annual goals, educational placement, and related services. IEPs must be developed within 30 days of the start of each semester and reviewed at least annually.

See also: Special Education Act — South Korea

An Individualised Education Plan required under Taiwan's Special Education Act for all students receiving special education services. The IEP must be completed within one month of the start of the semester and include present levels of performance, annual goals, special education services, participation in regular education, and transition plans (from age 16). Taiwan's IEP framework is closely modelled on the US IDEA system.

See also: Special Education Act — Taiwan

The early intervention equivalent of an IEP for infants and toddlers (birth to age 3) under IDEA Part C. The IFSP describes the child's present levels of development, the family's resources and concerns, measurable outcomes, and specific early intervention services. Unlike an IEP, the IFSP is family-centred rather than child-centred.

See also: IDEA Part C, IEP

A document used in Australian schools to plan and record the adjustments, goals, strategies, and supports for a student with disability. The ILP is developed collaboratively by teachers, parents, and specialists. Terminology varies by state — in some jurisdictions it is called a Personalised Learning Plan (PLP) or Individual Education Plan (IEP).

See also: NCCD, Disability Standards for Education 2005

A declaration adopted at the World Education Forum in Incheon, South Korea, in 2015, committing to 'ensure inclusive and equitable quality education and promote lifelong learning opportunities for all' (SDG 4). The Framework for Action that accompanies the declaration specifically addresses the education of persons with disabilities, requiring governments to ensure inclusive education systems that do not exclude on the basis of disability.

See also: UN CRPD, Inclusive Education, Salamanca Statement

A qualified professional in UAE schools responsible for coordinating inclusive education for students of determination (students with disabilities). The role includes assessing student needs, developing Individual Education Plans, training teachers in differentiation strategies, and ensuring compliance with the UAE's inclusive education framework. Some private schools use the term Inclusion Champion.

See also: People of Determination — UAE

An approach to education that ensures all learners — regardless of disability, learning difficulty, or other characteristic — are welcomed, respected, and supported in mainstream educational settings with the necessary accommodations and adjustments. Inclusive education is a guiding principle of the UN CRPD (Article 24), the Salamanca Statement, and the education systems of most countries worldwide. The term encompasses both a philosophy and a set of practices for removing barriers to participation and learning.

See also: UN CRPD, Salamanca Statement, LRE

Fiji's policy promoting the inclusion of all learners — including those with disabilities — in mainstream schools. Supported by the Rights of Persons with Disabilities Act 2018, the policy requires schools to make reasonable accommodations, provide assistive devices, adapt curricula, and ensure accessible infrastructure. Fiji's Ministry of Education operates special schools and inclusive schools and is progressively building teacher capacity for inclusive education.

Ghana's policy on inclusive education (2015) aims to ensure that all learners — including those with special educational needs and disabilities — have access to quality education in mainstream settings. The policy establishes a framework for identification and assessment, teacher training, accessible infrastructure, curriculum adaptation, and community awareness. Ghana's Special Education Division coordinates implementation across regions and districts.

Rwanda's policy promoting the enrolment and participation of all learners — including those with disabilities — in mainstream schools. The policy is supported by Law N° 01/2007 on the Protection of Disabled Persons and the Revised Special Needs and Inclusive Education Strategic Plan. Rwanda provides itinerant resource teachers, accessible infrastructure, assistive devices, and teacher training to support inclusion. Special schools serve students with the most complex needs.

A plan developed for students with disabilities in Japanese schools that sets individual educational goals, support strategies, and coordination between school, family, and external agencies. Individual Education Support Plans became standard practice following Japan's 2007 special support education reforms. While not strictly mandatory under law, their preparation is strongly directed by the Ministry of Education, Culture, Sports, Science and Technology (MEXT).

See also: Tokubetsu Shien Kyōiku — Japan

An individual education and rehabilitation plan developed for students with disabilities in Chinese special education schools and resource classrooms. The plan incorporates both educational goals and rehabilitation/therapeutic objectives, reflecting China's integrated approach to education and rehabilitation for students with disabilities. Guidelines from the Ministry of Education require these plans to be developed collaboratively and reviewed regularly.

The automated sequence of steps that processes a document (EHCP, ISP, therapy report, etc.) after it is uploaded to the platform: OCR extraction → AI semantic analysis → needs extraction → provision mapping → outcome generation → ISP readiness scoring → parent sync queue.

See also: EHCP Hub, OCR, ISP Engine

An inclusion helper or school companion assigned to a student with disabilities in a German mainstream school. The Inklusionshelfer provides practical support — including help with organisation, social interaction, behaviour management, mobility, and personal care — to enable the student to participate in school life. Funding is typically provided through social services (Eingliederungshilfe) rather than the education system.

See also: Sonderpädagogischer Förderbedarf — Germany

A specialised support teacher assigned to mainstream classrooms in Italy to facilitate the inclusion of students with certified disabilities. The insegnante di sostegno is a fully qualified teacher with additional special education training who works alongside the class teacher, adapts curriculum, and implements the student's PEI. Italy allocates approximately 200,000 support teachers across its schools.

See also: Legge 104/1992 — Italy, PEI — Italy

Trisende's licensing model for schools, multi-academy trusts (MATs), local authorities, NHS bodies, and other organisations. Priced annually and grants access to EHCP/ISP processing, compliance dashboards, staff accounts, and provision tracking.

Hong Kong's policy of placing students with special educational needs in mainstream schools with support, rather than segregated special schools. Schools practising Integrated Education receive additional funding and resources under the Whole School Approach (WSA) to provide tiered support. Hong Kong recognises nine categories of SEN: specific learning difficulties, intellectual disability, autism, attention deficit/hyperactivity disorder, physical disability, visual impairment, hearing impairment, speech and language impairment, and mental illness.

See also: Whole School Approach — Hong Kong

Often used interchangeably in everyday conversation, but they mean different things in SEND policy. 'Integration' places a child with disabilities into a mainstream setting and expects them to adapt to the existing system — the child must fit the school. 'Inclusion' redesigns the system so that it welcomes and supports all learners from the start — the school must fit the child. Many countries have legislatively moved from integration to inclusion language (e.g., Italy, Portugal, Scotland), but the word 'integration' remains common in daily conversation and in the names of programmes (e.g., Chile's PIE, Malaysia's PPKI, Germany's older Integrationsklasse model).

See also: Inclusive Education, Mainstreaming

An integration teacher in Austrian mainstream schools who provides specialist support to students with special educational needs (SPF). Integration teachers work alongside class teachers to adapt instruction, develop individual support plans, and facilitate participation. Austria's integration model allows students with SPF to attend mainstream classes with this additional teaching resource.

A condition characterised by significant limitations in both intellectual functioning (reasoning, learning, problem-solving) and adaptive behaviour (conceptual, social, and practical skills). Onset occurs during the developmental period (before age 18). The ICD-11 and DSM-5 both use this term, which replaced 'mental retardation'. In the UK, the term 'learning disability' is used in health and social care contexts (distinct from 'learning difficulty' used in education). Severity is classified as mild, moderate, severe, or profound.

See also: Learning Disability (UK health context), Mental Retardation (deprecated)

The internationally preferred clinical term is 'intellectual disability' (used by the WHO, DSM-5, and most countries). The UK uses 'learning disability' for the same condition, which causes confusion with the US use of 'learning disability' for specific learning difficulties like dyslexia. Ireland uses 'intellectual disability.' Australia and New Zealand use 'intellectual disability.' The older clinical term 'mental retardation' has been formally replaced in most jurisdictions but still appears in some countries' legislation and older diagnostic manuals.

See also: Learning Disability — Cross-Border Note

The World Health Organization's global standard for diagnostic classification, now in its 11th revision (effective January 2022). ICD-11 is the official diagnostic system used in the UK's NHS and across most of the world. It classifies neurodevelopmental disorders including autism spectrum disorder, ADHD, intellectual developmental disorders, and developmental learning disorder. Key differences from DSM-5 include using dimensional severity ratings for autism and recognising 'Disorders of Intellectual Development' rather than 'Intellectual Disability'. ICD codes are used for NHS coding, research, and statistical reporting.

See also: ICD-11, ICD, WHO Classification

The sense that allows a person to perceive internal body signals such as hunger, thirst, heart rate, temperature, pain, and the need to use the toilet. Interoceptive difficulties are common in autism and can lead to challenges with recognising emotions (which are experienced as body sensations), toileting, eating regulation, temperature regulation, and pain awareness. In schools, interoception programmes teach children to identify and respond to body signals. Kelly Mahler's Interoception Curriculum is widely used in UK and US educational settings. Poor interoception may also contribute to difficulties with emotional regulation.

See also: Interoceptive Awareness, Internal Body Awareness, Eighth Sense

A shareable link that allows new users to join a Community Group or the Trisende platform itself. Group invite links are generated by group admins and can be time-limited or single-use.

An Individual Education Plan developed for students with special educational needs in Serbian schools. IOP is implemented at three levels: IOP-1 (adapted teaching methods and assessment), IOP-2 (modified learning goals, content, and outcomes), and IOP-3 (enriched content for gifted students). An Inter-departmental Commission determines eligibility, and the school's IOP team develops and monitors the plan.

An Individual Teaching Plan developed for Norwegian students who receive special education (spesialundervisning). The IOP sets out adapted learning goals, content, and methods based on the student's needs. Under the Norwegian Education Act, students who do not or cannot benefit adequately from ordinary education have a statutory right to special education, and a formal expert assessment from the Pedagogical Psychological Service (PPT) is required before an IOP is developed.

See also: PPT — Norway

An Individual Educational-Therapeutic Programme developed for Polish students with a certificate of the need for special education (orzeczenie). The IPET sets out adapted educational goals, therapeutic interventions, support methods, and the scope of accommodations. It is developed by the school team within 30 days of enrolment and reviewed at least once per year.

See also: Orzeczenie o Potrzebie Kształcenia Specjalnego — Poland

Alberta's equivalent of the IEP. An Individual Program Plan is developed for students with special education needs and documents their strengths, areas of need, measurable goals, strategies, and the services and supports they will receive. Alberta's Ministerial Order on Student Learning mandates IPPs for coded students.

See also: IEP — Canada

A committee in Ontario, Canada, that decides whether a student should be identified as exceptional and determines the appropriate educational placement. The IPRC comprises at least three members, including a principal. Parents have the right to attend and participate. The committee must review its decision at least once per school year. Once identified, the student receives an Individual Education Plan (IEP).

See also: IEP — Canada

Pakistani federal legislation (applicable to the Islamabad Capital Territory) that establishes rights for persons with disabilities, including the right to inclusive education, reasonable accommodations, accessible learning materials, and assistive devices. Pakistan's provincial governments have their own disability laws with varying provisions. The National Policy for Persons with Disabilities (2002) provides a national framework, and the ICT Act 2020 represents the most recent and comprehensive legislation.

The statutory SEND document that will replace the EHCP under the 2026 UK government SEND reforms. The ISP aims to reduce bureaucracy, improve consistency, and enable earlier identification of need. Trisende's ISP Engine and Statutory Transition Compiler (Patent P1) are built to prepare families and institutions for this transition now. An ISP has 11 sections mirroring and extending the EHCP's A–K structure.

See also: EHCP, ISP Engine, Statutory Transition Compiler

The Trisende tool for manually creating or editing an Individual Support Plan. Supports section-by-section completion, AI-suggested content based on EHCP source data, and readiness scoring.

See also: ISP, ISP Engine

The internal AI and rules-based processing system that transforms EHCP content into ISP format. Works in conjunction with the Statutory Transition Compiler (Patent P1) to apply deterministic legal-state transitions and produce ISP-ready output with provenance tracking.

See also: Statutory Transition Compiler, ISP, EHCP Hub

An AI-generated numerical score (0–100) that assesses how well-prepared a child's current EHCP is for conversion to an ISP under the 2026 reforms. Factors include completeness of Sections B and F, presence of measurable outcomes, and consistency between needs and provision. Available per child profile and in aggregate for institutions.

See also: ISP, EHCP

In South Africa, an Individual Support Plan is developed through the SIAS process for learners who experience barriers to learning. The ISP documents the learner's strengths, barriers, support strategies, responsible persons, and review dates. ISPs are developed at school level by the School-Based Support Team (SBST) with input from parents and, where necessary, the District-Based Support Team (DBST).

See also: SIAS, SBST, DBST

Turkey's inclusive/integration education model in which students with special educational needs are placed in mainstream classrooms with support. Students in kaynaştırma receive a BEP and may be supported by a special education teacher, support education room (destek eğitim odası), or both. Turkey has progressively increased mainstreaming since the 1983 Special Education Decree.

See also: BEP — Turkey, RAM — Turkey

Greece's Centre for Interdisciplinary Assessment, Counselling and Support, established by Law 4823/2021 to replace the previous KESY system. KEDASY centres conduct diagnostic assessments of students with disabilities and special educational needs, issue formal opinions on educational placement and support, and provide counselling to families and schools. One KEDASY operates in each regional education directorate.

Significant longitudinal events recorded in a child's profile — milestones such as an EHCP being issued, a placement change, a tribunal outcome, or a notable achievement. Key Moments form part of the child's permanent record and appear on the Evidence Timeline.

The regulatory authority for private education in Dubai, UAE. KHDA inspects and rates private schools, and evaluates schools' provision for students of determination as part of its inspection framework. Schools are assessed on the quality of identification, curriculum modification, support provision, and outcomes for students with special educational needs.

See also: People of Determination — UAE

A UK council body with statutory duties under the Children and Families Act 2014 to identify, assess, and support children with SEND within their territory. LAs issue EHCPs and ISPs, commission provision, and are legally responsible for annual reviews and statutory deadlines. Trisende's Council Dashboard is built specifically for LA teams.

See also: Council Dashboard, EHC Needs Assessment

Egyptian legislation establishing comprehensive rights for persons with disabilities, including in education. The law mandates non-discriminatory access to inclusive education at all levels, the provision of reasonable accommodations, accessible curricula and assessment methods, and trained specialist staff. It established the National Council for Persons with Disabilities as the coordinating body and introduced a disability card system for accessing services.

Bahrain's primary disability rights legislation, which guarantees persons with disabilities the right to education, rehabilitation, and employment. In education, the law mandates that the Ministry of Education provide appropriate educational programmes for students with disabilities, ensure accessibility, train specialist staff, and develop early identification and intervention services. Bahrain operates both inclusive mainstream programmes and specialised centres.

Kuwaiti legislation establishing the rights of persons with disabilities across education, health, employment, and social welfare. The law mandates that the state provide free education appropriate to the nature and degree of disability, including special schools, integration programmes, and vocational training. It established the Public Authority for Disability Affairs (PADA) to oversee implementation.

Jordanian legislation (Law No. 20 of 2017) that replaced the 2007 disability law and significantly strengthened disability rights. In education, the law mandates inclusive education in mainstream schools, the provision of reasonable accommodations, accessible curricula and materials, and trained teachers. It established the Higher Council for the Rights of Persons with Disabilities as the national coordinating body.

Mongolian legislation (2016) establishing rights for persons with disabilities in education, employment, health, and social protection. In education, the law mandates inclusive education, reasonable accommodations, accessible learning environments, teacher training, and support services. Mongolia's National Programme on the Rights, Participation and Development of Persons with Disabilities provides the implementation framework.

The Brazilian Inclusion Law (Law 13,146/2015), also known as the Statute of the Person with a Disability. The LBI codifies the rights of persons with disabilities across all areas of life, including education, health, employment, accessibility, and social protection. In education, it requires reasonable accommodations, accessible materials, assistive technology, and inclusive practices in all public and private institutions.

See also: AEE — Brazil

A US public school district or other local authority responsible for providing education to children within a specific geographic area. Under IDEA, the LEA is responsible for identifying, evaluating, and serving children with disabilities within its jurisdiction. Comparable in function to a UK local authority's SEND team.

See also: IDEA, IEP Team, LA

A term preferred by some parents, educators, and advocacy groups over 'learning disability' or 'learning difficulty' because it frames the condition as a difference in how the brain processes information rather than a deficit. Commonly used in the context of dyslexia, dyscalculia, and dysgraphia. Particularly popular in independent/private school and educational therapy communities in the US and UK. Critics argue the term can minimise the genuine difficulties students face; supporters argue it reduces stigma and emphasises strengths.

See also: Specific Learning Difficulty, Neurodiversity

A term with fundamentally different meanings depending on jurisdiction. In the UK, 'learning disability' refers to a significant, lifelong condition affecting intellectual development (equivalent to 'intellectual disability' internationally). In the US, 'learning disability' refers to specific difficulties such as dyslexia, dyscalculia, or dysgraphia — conditions the UK calls 'specific learning difficulties' (SpLD). This divergence causes persistent confusion in international research, policy, and practice. When reading international literature or communicating across borders, always clarify which definition is intended.

See also: Specific Learning Difficulty, Intellectual Disability

A school-based role in New Zealand responsible for coordinating additional learning support for students with diverse needs. The Learning Support Coordinator works with teachers, parents, and external agencies to identify students who need support, develop plans, and ensure services are delivered effectively. Comparable to the UK's SENCO role.

See also: ORS, RTLB, SENCO

A carer who existed in Trisende's pre-platform carer database and has been migrated into the current system. Legacy carers appear in the Admin Carer Management view with a migration source label and may need to complete additional verification steps to become fully active on the platform.

See also: Carer, Triple-Gate Verification

The highest tier of virtual gift in Trisende's Token Economy. Legendary gifts trigger immersive, full-screen cinematic canvas animations during a livestream. Each legendary gift has a unique theme and animation (e.g. First Words, School Gates, Hope Rising, Bedtime Stars). Designed to be high-impact moments that celebrate families' SEND journeys.

See also: Token Economy, Gift Milestone, Gift Combo

Italy's foundational disability rights law (Legge-quadro per l'assistenza, l'integrazione sociale e i diritti delle persone handicappate). It guarantees the right of students with disabilities to attend mainstream schools with individualised support, including a dedicated support teacher (insegnante di sostegno). Italy was one of the first countries in the world to legislate full inclusion in mainstream education, beginning in the 1970s.

See also: Insegnante di Sostegno — Italy, PEI — Italy

Mexico's General Law for the Inclusion of Persons with Disabilities (2011), which establishes the rights of persons with disabilities and the obligations of the state across education, health, employment, accessibility, and social participation. In education, the law mandates inclusive education, reasonable adjustments, support services, accessible materials, and teacher training.

A feature allowing schools, councils, charities, and other SEND-related organisations to self-register their presence in the Trisende platform directories. Listed organisations can provide contact details, services offered, geographic coverage, and upload relevant documentation.

A real-time video session hosted on the Trisende platform. Live sessions may be public livestreams (community-facing), targeted streams (to specific groups or SSOT tenants), or carer/specialist sessions (private booking-based). All live sessions are protected by the Adaptive Privacy Shield (APS).

See also: Livestreaming, Adaptive Privacy Shield

The live video broadcast feature within Trisende's community platform. Hosts can stream to public audiences, targeted community groups, or specific SSOT tenants. Viewers can send token gifts, interact via chat, and participate in gift milestones. All streams are processed through the Adaptive Privacy Shield. Livestreaming is covered by multiple Trisende patents (APS - P3, Revenue Attribution - P7).

See also: Adaptive Privacy Shield, Token Economy, Legendary Gift

A Trisende-hosted directory of UK local authorities, accessible at /local-authorities. Each LA entry includes SEND team contact details, territory boundaries, and links to the authority's SEND Local Offer.

Tunisia's framework law on the promotion and protection of persons with disabilities, which guarantees the right to education and vocational training. In education, the law mandates the integration of students with disabilities into mainstream schools where possible, the provision of adapted programmes, and access to specialised institutions for students who require intensive support. Tunisia operates integration classes (classes d'intégration) within mainstream schools and specialised centres.

France's landmark disability rights law (Law No. 2005-102 of 11 February 2005) establishing equal rights, opportunities, participation, and citizenship for persons with disabilities. In education, the law enshrines the right of every child with a disability to attend their local school and to receive the accommodations and support needed through a PPS. It also created the MDPH system.

See also: MDPH, PPS — France

Data about a child's development, behaviour, provision, and outcomes tracked over an extended period. Trisende stores longitudinal records including behaviour entries, key moments, EHCP/ISP history, and annual review outcomes. Longitudinal data is protected by Row-Level Security (RLS) and accessible only to authorised stakeholders.

A principle under IDEA requiring that US students with disabilities are educated alongside their non-disabled peers to the maximum extent appropriate. Removal from general education should only occur when the nature or severity of the disability means that education in regular classes, even with supplementary aids and services, cannot be achieved satisfactorily.

See also: IDEA, IEP, Inclusive Education

A 2014 decree in Flanders, Belgium, that strengthened the right of students with specific educational needs to enrol in mainstream education with reasonable adjustments. The M-Decreet shifted the default from special education placement to mainstream inclusion with support, requiring schools to provide reasonable adjustments before referring a student to special education. Replaced in 2023 by the Leersteun-decreet which further strengthens inclusive support.

Spanish for 'shadow teacher' — an informal term used across Latin American countries (especially Mexico, Colombia, Argentina, and Central America) for a one-to-one aide who accompanies a student with special educational needs in a mainstream classroom. The role is similar to a shadow teacher in Asia/Middle East or a 1:1 aide in the US/UK, but in Latin America, the maestra sombra is often privately hired by the family rather than provided by the school. The term is not typically found in legislation but is universally understood in school communities.

See also: Shadow Teacher, 1:1 / One-to-One Support

An inclusion support teacher in Argentina who works within mainstream schools to support students with disabilities. The MAI collaborates with classroom teachers to develop and implement the PPI, provides direct support to students, and facilitates coordination between the school, family, and external professionals. The role and its title vary somewhat across Argentina's provinces.

See also: PPI — Argentina

Used differently across jurisdictions. In some countries (especially the US, Canada, and Australia), 'mainstreaming' means placing a student with a disability in a general education class for part or all of the day with support. In others, it carries a broader policy meaning of ensuring all systems are accessible. In the US, 'mainstreaming' is sometimes distinguished from 'full inclusion' — mainstreaming may involve part-time placement with pull-out to a resource room, while full inclusion means the student is in the general class full-time. The term has fallen out of favour in some countries, replaced by 'inclusion' or 'inclusive education,' but remains common in everyday professional conversation.

See also: Integration vs. Inclusion, Inclusive Education

A language programme that uses signs (drawn from British Sign Language), symbols, and speech simultaneously to support communication. Developed in the UK in the 1970s, Makaton is now used in over 40 countries. 'Does he know Makaton?' and 'We use Makaton signing in class' are everyday phrases in SEND settings, particularly in early years and for students with Down syndrome, autism, or speech/language difficulties. Makaton is distinct from BSL — it uses the grammar of spoken English with key-word signs, making it a communication support tool rather than a full language. Something Special on CBeebies introduced Makaton to millions of UK families.

See also: AAC, Sign Language

In the context of Trisende's Polymorphic Hierarchical Identity (PHI) system, a mandate is one of the role contexts a user holds — for example, Parent mandate, Carer mandate, or Employer mandate. Each mandate grants a distinct set of permissions, dashboard views, and data access scopes.

See also: Polymorphic Hierarchical Identity, Role

A proceeding required under IDEA when a US school proposes to change the placement of a child with a disability for disciplinary reasons lasting more than 10 consecutive school days. The IEP Team must determine whether the behaviour was caused by or substantially related to the child's disability, or was the direct result of the school's failure to implement the IEP.

See also: IDEA, IEP Team, BIP

The Trisende directory of verified SEND specialists — therapists, assessors, occupational therapists, speech and language therapists, and support professionals. Every marketplace listing requires completion of Triple-Gate Verification. Specialists can be booked for in-person, video, or livestream sessions.

See also: Triple-Gate Verification, Specialist

The conscious or unconscious suppression of natural autistic or neurodivergent behaviours in order to appear 'normal' or fit in with social expectations. Masking may include forcing eye contact, rehearsing social scripts, suppressing stims, imitating peers' behaviour, and hiding distress. While masking may help a person navigate social situations in the short term, it is associated with exhaustion, burnout, anxiety, depression, and late/missed diagnosis — particularly in girls and women. Autistic burnout (a state of chronic exhaustion and reduced functioning) is often linked to prolonged masking. Understanding masking is increasingly important in educational settings to ensure that 'coping' is not confused with 'thriving'.

See also: Camouflaging, Social Masking, Compensating

The process by which neurodivergent individuals — particularly autistic people and those with ADHD — consciously or unconsciously suppress their natural behaviours and imitate neurotypical social patterns to fit in. Masking includes forced eye contact, scripted social responses, suppressed stims, and performed emotional expressions. Recognised as a significant factor in the under-identification of autism and ADHD in girls, women, and people of colour. Prolonged masking is associated with burnout, mental health difficulties, and identity confusion. Understanding masking has transformed how clinicians, teachers, and SENCos identify neurodivergent students who 'seem fine' in school.

See also: Stimming, Neurodiversity, Autistic Burnout

A departmental organisation in France that serves as the single point of contact for all disability-related services. For children with disabilities, the MDPH evaluates needs, determines eligibility for disability compensation, and develops the PPS (Personalised Schooling Plan) in collaboration with schools and families. Each of France's departments has an MDPH.

See also: PPS — France, CDAPH

A dispute resolution process available before a parent appeals to the First-tier SEND Tribunal. Free mediation services are provided by LA-contracted providers. Parents must obtain a mediation certificate (or certificate of exemption) before lodging most tribunal appeals. Trisende tracks mediation status as part of the tribunal preparation workflow.

See also: First-tier Tribunal

Two contrasting frameworks for understanding disability. The medical model locates the problem in the individual — disability is a condition to be treated, cured, or managed. The social model locates the problem in society — disability arises from barriers (physical, attitudinal, institutional) that exclude people with impairments. Most modern SEND legislation worldwide draws on the social model, focusing on removing barriers and providing support rather than 'fixing' the individual. The CRPD explicitly adopts a social/human rights model of disability.

See also: UN CRPD, ICF

A hormone that regulates the sleep-wake cycle. Melatonin is commonly prescribed for children with SEND who experience sleep difficulties, particularly those with autism and ADHD. In the UK, melatonin is a prescription-only medication (unlike in the US where it is available over the counter). NICE recommends considering melatonin for sleep-onset difficulties in autistic children after sleep hygiene strategies have been tried. Circadin (prolonged-release melatonin) and Slenyto (specifically licensed for children with autism and Smith-Magenis syndrome) are the main UK-licensed formulations.

See also: Circadin, Slenyto, Sleep Hormone

An intense, involuntary response to overwhelming sensory, emotional, or cognitive overload. During a meltdown, a person temporarily loses control and may cry, scream, lash out, or engage in self-injurious behaviour. Meltdowns are NOT tantrums — they are not manipulative or goal-directed. They are a neurological response to an overloaded system. Common triggers include sensory overload, unexpected changes, accumulated stress, and demand overload. De-escalation strategies include reducing sensory input, providing a safe space, using minimal language, and allowing recovery time. In schools, meltdowns should be managed with compassion and a pre-agreed individual crisis plan rather than punitive measures.

See also: Sensory Meltdown, Emotional Overload

Terms used in the autistic and neurodivergent community (and increasingly by professionals) to describe involuntary responses to overwhelming sensory, emotional, or cognitive overload. A 'meltdown' is an outward explosive response — crying, shouting, physical distress — often mistaken for a tantrum but fundamentally different because it is involuntary and not goal-directed. A 'shutdown' is an inward collapse — the person becomes withdrawn, non-verbal, unable to move or respond. Both are signs the person's capacity to cope has been exceeded. Distinguishing meltdowns from tantrums and shutdowns from non-compliance is critical for appropriate SEND support.

See also: Stimming, Sensory Processing, Autistic Burnout

Relevant for young people aged 16+ with SEND who may lack capacity to make their own decisions about education and care. Trisende's platform flags Mental Capacity Act considerations during the Preparation for Adulthood (PfA) transition process.

See also: Preparation for Adulthood

A clinical term used internationally until the early 21st century for what is now called intellectual disability. It appeared in the DSM (until DSM-5, 2013), the ICD (until ICD-11, 2019), US federal law (until Rosa's Law, 2010), and legislation in many countries. The term has been formally replaced: the DSM-5 uses 'Intellectual Disability (Intellectual Developmental Disorder),' the ICD-11 uses 'Disorders of Intellectual Development,' and the AAIDD (formerly AAMR) changed its name and terminology. The term is still encountered in older legislation in some countries, older medical records, and older academic literature. It is now considered disrespectful and should not be used except when directly quoting historical sources.

See also: Intellectual Disability vs. Learning Disability

A comprehensive US framework integrating academic instruction, behavioural support, and social-emotional learning into a unified, tiered system. MTSS encompasses and extends RTI by adding behavioural components. Many US states have adopted MTSS as their primary early identification and intervention framework for students who may need special education.

See also: RTI, PBIS

A group of academies managed under a single trust structure. MATs are a common institutional customer type for Trisende's Enterprise/Trust tier licence, enabling cross-school SEND analytics and trust-level compliance dashboards.

See also: Institutional Capacity Licence

A term used across many SEND systems — particularly in the UK, Ireland, and Australia — for the coordinated involvement of professionals from different services (education, health, social care, therapy) in supporting a child with complex needs. 'Multi-agency' is informal shorthand that practitioners use constantly: 'multi-agency meeting,' 'multi-agency approach,' 'multi-agency team around the child.' Equivalent concepts include 'wraparound services' (US), 'interagency collaboration' (international), and 'équipe pluridisciplinaire' (France). The principle is the same everywhere: no single service can meet complex needs alone.

See also: Complex Needs, EHCP, Team Around the Child

A group of professionals from different disciplines who work together to assess, diagnose, and support a child's needs. In the UK SEND system, an MDT might include a paediatrician, educational psychologist, speech and language therapist, occupational therapist, and specialist teacher. MDT assessments are central to autism and ADHD diagnostic pathways and to the EHC needs assessment process. The Children and Families Act 2014 requires local authorities to involve health, education, and social care professionals in EHCP development.

See also: MDT, Multi-Agency Team, Multidisciplinary Assessment

A collaborative approach to assessing and supporting children with special educational needs that brings together professionals from multiple disciplines — education, health, psychology, social care, and therapy services. Used across virtually all SEND systems worldwide. Examples include the UK's EHCP multi-agency assessment, the US IEP Team, Australia's Student Support Groups, France's CDAPH, and South Korea's Special Education Support Centres. Effective multi-agency working is consistently identified as a critical success factor in SEND provision.

A group of inherited genetic conditions that cause progressive weakening and wasting of the muscles. Duchenne muscular dystrophy (DMD) is the most common childhood form, affecting approximately 1 in 3,500 boys. Children with DMD typically develop normally until ages 2–5, then gradually lose mobility. Becker muscular dystrophy (BMD) is a milder variant. In schools, children with muscular dystrophy may need physical adaptations (ramps, lifts, adapted furniture), fatigue management, physiotherapy, and emotional support as the condition progresses. Muscular Dystrophy UK provides educational resources and family support.

See also: DMD, Duchenne, Becker MD

German for 'disadvantage compensation' — the principle and practice of providing accommodations to students with disabilities or specific learning difficulties so they can demonstrate their abilities without being disadvantaged by their condition. Examples include extra time in exams, use of assistive technology, modified test formats, or separate exam rooms. Equivalent to 'reasonable adjustments' (UK), 'reasonable accommodations' (US/CRPD), or 'access arrangements' (UK exams). The term is used daily in German-speaking schools and is often the first SEND-related concept mainstream teachers encounter.

See also: Reasonable Accommodation, Access Arrangements

Disadvantage compensation measures provided to students with disabilities or chronic illnesses in German schools. Nachteilsausgleich includes accommodations such as extra time on tests, use of assistive technology, oral instead of written examinations, or modified presentation of materials. These measures do not change the academic standards required but remove barriers to demonstrating competence.

See also: Sonderpädagogischer Förderbedarf — Germany

A Thai government agency under the Ministry of Social Development and Human Security responsible for coordinating disability policy, including educational provision. The office manages the Fund for Empowerment of Persons with Disabilities, which provides scholarships, assistive devices, and educational support for students with disabilities.

Sri Lanka's national policy framework for persons with disabilities, which includes education as a key area. The Protection of the Rights of Persons with Disabilities Act No. 28 of 1996 (amended 2003) established the National Council for Persons with Disabilities. In education, Sri Lanka provides special education units attached to mainstream schools, special schools, and inclusive education in regular classrooms. The Ministry of Education's Special Education Unit coordinates services and teacher training.

Tanzania's framework (2018–2021 and subsequent updates) for implementing inclusive education across the country. The strategy addresses teacher training, accessible infrastructure, assistive technology, community mobilisation, and coordination between education and disability services. Tanzania's Persons with Disabilities Act (2010) guarantees the right to education without discrimination. Support is provided through itinerant teachers, special units in mainstream schools, and special schools.

An annual Australian data collection that counts the number of school students with disability receiving educational adjustments and the level of adjustment they receive. Schools categorise adjustments into four levels: support provided within quality differentiated teaching practice, supplementary, substantial, and extensive. NCCD data informs national funding allocations for disability support in education.

See also: Disability Standards for Education 2005

An independent statutory body in Ireland responsible for improving the delivery of education services to persons with special educational needs. The NCSE allocates Special Needs Assistants (SNAs) and special education teachers to schools, processes applications for additional resources, and advises the Minister for Education on special education policy.

See also: SNA, SENO, EPSEN Act 2004

The Australian government agency responsible for administering the National Disability Insurance Scheme (NDIS). The NDIA assesses eligibility, develops participant plans, manages funding, and oversees the provider marketplace.

See also: NDIS

Australia's national scheme that funds individualised support for people with permanent and significant disabilities. For children, the NDIS provides funding for therapies (speech, occupational therapy, psychology), assistive technology, early intervention, and support workers. Participants receive an NDIS Plan with a funded budget managed by the NDIA. The NDIS is not an education-specific programme but intersects significantly with school-based disability support.

See also: NDIA, NDIS Plan, Support Coordinator

Community-based coordinators engaged by the NDIA to help people with disabilities access the NDIS and connect with mainstream and community supports. LACs assist with access requests, plan development for participants with less complex needs, and plan reviews.

See also: NDIS, NDIA

A professional or organisation funded through a participant's NDIS plan to manage the financial aspects of the plan — including processing provider invoices, tracking budget expenditure, and submitting claims to the NDIA. Plan management gives participants greater choice and control over their providers.

See also: NDIS, NDIS Plan

An individualised funding plan developed by the NDIA for each NDIS participant. The plan outlines the participant's goals, the supports they will receive, and the funding allocated across categories such as core supports, capacity building, and capital. Plans are typically reviewed annually. Families of children with disabilities use NDIS plans to fund therapies and support that complement school-based provision.

See also: NDIS, Support Coordinator, NDIS Plan Manager

Iceland's concept of students with special needs, embedded in the Compulsory School Act. Iceland's education system operates on a strong principle of inclusive education — the compulsory school (grunnskóli) is designed to serve all children in the community without segregation. Schools provide specialist support through learning support teachers, assistants, and adapted teaching. Individual learning plans are developed for students who need significant adjustments. Iceland does not operate separate special schools; all support is provided within the inclusive mainstream framework.

A service of the Irish Department of Education that provides educational psychology support to primary and post-primary schools. NEPS psychologists work with schools through a consultation model, conducting assessments of students with learning and behavioural difficulties, advising on interventions, and supporting teachers. NEPS assessments can support applications for additional resources.

See also: NCSE

An umbrella term for people whose neurological development and function differ from what is statistically typical. Includes autism spectrum conditions, ADHD, dyslexia, dyspraxia, dyscalculia, Tourette syndrome, and others. Trisende's Academy has a dedicated 'I'm here for myself' mode for neurodivergent adults seeking their own understanding and development.

The concept that neurological differences — including autism, ADHD, dyslexia, dyspraxia, Tourette syndrome, and others — are natural variations in the human genome rather than disorders to be cured. Coined by sociologist Judy Singer in the late 1990s. The neurodiversity paradigm has profoundly influenced SEND policy, classroom practice, and professional language worldwide. It does not deny that neurodivergent individuals face genuine challenges or may need support — it reframes those challenges as arising from a mismatch between the person and their environment rather than from a deficit within the person.

See also: Neurodivergent, Neurotypical, Social Model of Disability

A term for a person whose neurological development and functioning are considered typical — i.e., someone who is not autistic, does not have ADHD, dyslexia, or other neurological differences. Originally coined within the autistic community as a counterpart to 'autistic,' the term provides neutral language for discussing neurological differences without framing one type as the norm and the other as disordered. Now widely used in education, psychology, and workplace contexts globally.

See also: Neurodivergent, Neurodiversity

The health sector–facing portal within Trisende. NHS professionals and GP practices can view relevant SEND data for patients they are linked to (with consent), access EHCP health sections (Sections C and G), and coordinate health provision with schools and parents.

See also: ODS Code, GP Directory

A unique 10-digit patient identifier issued to every person registered with the NHS in England. Optionally recorded in a child's Trisende profile to link SEND and health records, classified as UK OFFICIAL-SENSITIVE.

Norway's primary education legislation, which establishes the right to adapted education (tilpasset opplæring) for all students and the right to special education (spesialundervisning) for students who do not benefit adequately from ordinary instruction. The Act also governs the role of PPT, the development of IOPs, and the rights of students and parents in the assessment and decision-making process.

See also: IOP — Norway, PPT — Norway

A mental health condition characterised by obsessions (intrusive, unwanted thoughts, images, or urges that cause anxiety) and compulsions (repetitive behaviours or mental acts performed to reduce the anxiety caused by obsessions). OCD frequently co-occurs with autism and Tourette syndrome. In children, OCD may present as excessive hand-washing, checking, counting, ordering, or reassurance-seeking. NICE guideline CG31 recommends CBT with ERP (Exposure and Response Prevention) as the first-line treatment for children. In school settings, OCD may affect attendance, concentration, and social relationships. It is important to distinguish between autistic routines/rituals and OCD compulsions, as they serve different functions.

See also: OCD

A healthcare profession focused on enabling individuals to participate in everyday activities ('occupations') including self-care, school tasks, play, and social participation. For children with SEND, OT may address fine motor skills, handwriting, sensory processing, self-regulation, dressing, eating, and environmental adaptations. OT is frequently specified in EHCPs. In the UK, OT services are provided through the NHS, schools, or privately. The Royal College of Occupational Therapists (RCOT) is the professional body. OTs also assess and recommend specialist equipment, seating, and classroom modifications.

See also: OT

Technology that extracts machine-readable text from scanned or image-based documents. Used in the EHCP Hub's Ingestion Pipeline to convert uploaded PDF EHCPs into processable text before AI semantic analysis.

See also: Ingestion Pipeline, EHCP Hub

Organisation Data Service code. A unique identifier assigned by NHS Digital to every NHS organisation — GP practices, trusts, hospitals, and CCGs. Used in Trisende's GP Directory to uniquely identify and link health providers.

A UK government data classification tier used for sensitive information. On the Trisende platform, child profile data — including names, dates of birth, NHS numbers, diagnoses, and EHCP/ISP status — is classified as UK OFFICIAL-SENSITIVE and receives the highest level of data protection on the platform.

The Office for Standards in Education, Children's Services and Skills. UK inspectorate for schools and childcare providers. Trisende's School Dashboard generates Ofsted-ready SEND documentation, including provision tracking records and compliance reports.

A Development Perspective document required for students in Dutch schools who receive additional support beyond the basic provision. The OPP describes the student's expected development trajectory, sets educational goals, outlines the support and adjustments provided, and is reviewed at least annually. The OPP is the Dutch equivalent of an individual education plan.

See also: Passend Onderwijs — Netherlands

A childhood behavioural disorder characterised by a pattern of angry, irritable mood, argumentative and defiant behaviour, and vindictiveness lasting at least six months. ODD is recognised in both DSM-5 and ICD-11. It frequently co-occurs with ADHD (approximately 40% of children with ADHD also meet criteria for ODD). In educational settings, ODD-type behaviours may be managed through positive behaviour support (PBS) plans, de-escalation strategies, and understanding underlying triggers. Some professionals caution against the ODD label for autistic or PDA-profile children, where demand avoidance stems from anxiety rather than defiance.

See also: ODD

New Zealand's primary funding mechanism for students with the highest levels of need due to disability. ORS provides teacher and teacher aide time, specialist services, and equipment for eligible students. Students are verified at either Very High or High needs levels. ORS is managed by the Ministry of Education and funds follow the student to their enrolled school.

See also: Learning Support Coordinator — New Zealand

A formal certificate of the need for special education issued by a public psychological-pedagogical counselling centre (Poradnia Psychologiczno-Pedagogiczna) in Poland. The orzeczenie specifies the type of disability, recommended educational setting, and necessary support. Students with this certificate are entitled to an IPET and additional resources in mainstream or special schools.

See also: IPET — Poland

A regional framework adopted by Pacific Island Forum member countries (including Fiji, Samoa, Tonga, Papua New Guinea, Vanuatu, Solomon Islands, and others) to guide disability-inclusive development. In education, the framework promotes inclusive education, teacher training, accessible infrastructure, and the collection of disability-disaggregated data. It provides a common reference for Pacific Island nations developing their own national disability and education policies.

See also: Inclusive Education

A medical doctor specialising in the health and development of children from birth to 18 years. In the UK SEND pathway, community paediatricians play a central role in diagnosing conditions such as autism, ADHD, global developmental delay, cerebral palsy, and epilepsy. They also contribute to EHC needs assessments by providing medical advice (Health Advice). Referrals to a paediatrician typically come from GPs, health visitors, or schools. Community paediatric services are provided through NHS trusts. A developmental paediatrician specifically focuses on developmental and behavioural conditions.

See also: Community Paediatrician, Developmental Paediatrician, Pediatrician (US)

A support worker in schools who assists students with special educational needs under the direction of a qualified teacher. The title varies by jurisdiction: Teaching Assistant or Learning Support Assistant (UK), Paraeducator or Paraprofessional (US), Education Support staff (Australia), Special Needs Assistant (Ireland), Pupil Support Assistant (Scotland), AESH (France), Inklusionshelfer (Germany), Shadow Teacher (UAE). Despite different titles, the core role — supporting access, inclusion, and learning for students with disabilities — is common across education systems worldwide.

See also: SNA, AESH, Inklusionshelfer / Schulbegleiter — Germany, Shadow Teacher — UAE / Gulf States

A one-to-one support model in Greek mainstream schools where a specialist teacher is assigned to work alongside a student with a disability in the regular classroom. Parallel support is provided based on a KEDASY assessment and a recommendation included in the student's formal evaluation report. It is one of Greece's primary mechanisms for facilitating inclusion of students with significant needs in mainstream settings.

See also: KEDASY — Greece

The main interface for parents and guardians on the Trisende platform. Provides access to child profiles (SSOT), EHCP/ISP tools, the Behaviour Tracker, booking management, the Relief Network, community features, and the AI Assistant.

See also: SSOT, SSOT Guardian

The Dutch education framework introduced in 2014 that places a duty of care on schools to provide a suitable educational place for every student, including those with additional support needs. Under Passend Onderwijs, mainstream schools must either provide appropriate support or arrange a suitable alternative placement. Schools are organised into regional cooperatives (samenwerkingsverbanden) that manage funding and support allocation.

See also: Samenwerkingsverband, OPP — Netherlands

Trisende's portfolio of 8 UK patent applications with 49 combined claims, protecting the platform's sovereign SEND infrastructure. Patents cover: Statutory Transition Compiler (P1), Double-Key Handshake Protocol (P2), Adaptive Privacy Shield (P3), S.A.F.E. Critical Priority Layer (P4), Sovereign Relief Network (P5), Polymorphic Hierarchical Identity (P6), Revenue Attribution & SCTS Ledger (P7), and Workforce Bridge (GB2609675.0).

A behavioural profile characterised by an extreme avoidance of everyday demands and expectations, driven by anxiety and a need for control. Widely recognised in the UK, particularly by the PDA Society, as part of the autism spectrum. Individuals with PDA often use social strategies (distraction, role play, negotiation, withdrawal) to avoid demands. The term is increasingly used in education and clinical practice, though it is not yet a standalone diagnosis in DSM-5 or ICD-11. Some clinicians describe it as 'Extreme Demand Avoidance' or within the Rational Demand Avoidance framework. NICE acknowledged PDA in its 2022 surveillance review of autism guidance.

See also: PDA, Extreme Demand Avoidance (EDA), Rational Demand Avoidance

An evidence-based framework used in US schools to improve social, emotional, and behavioural outcomes for all students. PBIS uses a three-tiered prevention model: universal prevention (Tier 1), targeted interventions (Tier 2), and intensive individual support (Tier 3). PBIS is often integrated into MTSS.

See also: MTSS, BIP, FBA

A behavioural profile — identified by Elizabeth Newson in the 1980s — characterised by an extreme avoidance of everyday demands and expectations, driven by anxiety. Features include surface sociability, use of social strategies to avoid demands (excuses, negotiation, distraction, withdrawal, meltdowns), and a need for control. PDA is widely recognised and used by UK clinicians, teachers, and parents — 'PDA profile' or 'PDA child' is common vocabulary in UK SEND communities. However, it is not a standalone diagnosis in the DSM-5 or ICD-11 and is not universally accepted internationally. Some clinicians consider it a profile within autism; others question whether it is a distinct condition. The PDA Society (UK) provides widely used guidance.

See also: Autism Spectrum Disorder, Masking / Camouflaging, Neurodiversity

A Personalised Learning Plan in Italy for students with Specific Learning Disorders (DSA) such as dyslexia, dyscalculia, dysgraphia, and dysorthography under Law 170/2010, or for students with other Special Educational Needs (BES) who do not have a formal disability certification. The PDP outlines compensatory tools and dispensatory measures the school will provide.

See also: BES — Italy, DSA — Italy

A structured communication system using pictures, originally developed for autistic children but now used globally across many disability categories. The learner gives a picture of a desired item/activity to a communication partner in exchange for that item/activity, progressing through six phases to build increasingly complex communication. 'She uses PECS' is standard SEND vocabulary worldwide. PECS is often the first AAC system introduced to young children with communication difficulties because it requires no technology and builds social initiation.

See also: AAC, Assistive Technology

A Trisende community feature that connects parents, carers, and families with others in similar situations — matched by a child's needs, diagnosis category, geographic area, or interests. Peer matched connections can communicate within the platform and join shared community groups.

Italy's Individualised Education Plan, required for every student with a certified disability under Legge 104/1992. The PEI is developed by the school team (including the insegnante di sostegno) in collaboration with the family and local health authority (ASL). It defines learning objectives, teaching strategies, support hours, and accommodations. Revised under Legislative Decree 66/2017 to align with ICF-based profiling.

See also: Legge 104/1992 — Italy, ICF

The official term used in the United Arab Emirates to refer to individuals with disabilities. Introduced in 2017 by decree of the Vice President, the term replaces 'people with special needs' or 'disabled' in all government communications and services. The UAE's national policy on empowering People of Determination covers education, employment, accessibility, health, social protection, and sports.

The official term adopted by the United Arab Emirates to refer to persons with disabilities. Introduced by the UAE government to promote a strengths-based, respectful identity. The term is used in government policy, media, schools, and public discourse across the UAE. It is unique to the UAE and Gulf context — other Arabic-speaking countries use different terms (e.g., ذوي الإعاقة / dhawī al-i'āqa — 'persons with disability'). Some international observers have praised the term for its positive framing; others note that it is not widely used by the disability community itself.

See also: Differently Abled, People of Determination Policy — UAE

Two approaches to language about disability. Person-first language puts the person before the condition: 'person with a disability,' 'child with autism,' 'student with dyslexia.' This is preferred in many professional, medical, and policy contexts — and is the default in US legislation (e.g., IDEA, ADA). Identity-first language puts the condition first: 'disabled person,' 'autistic child,' 'deaf student.' This is preferred by many in the disability community — particularly the autistic and Deaf communities — who view their condition as an integral part of their identity, not something separate from them. The UK disability rights movement generally prefers 'disabled person.' Best practice in international communication: follow the preference of the individual or community you are addressing.

See also: Neurodiversity, Social Model of Disability

A sum of money identified in Section J of an EHCP that a family can use to secure some or all of the EHCP's provisions themselves, rather than having the LA arrange them directly. Trisende tracks personal budget status within child profiles and can assist with evidence preparation for personal budget requests.

See also: EHCP Sections

Ghanaian legislation enacted in 2006 that protects the rights of persons with disabilities. In education, the Act guarantees free education for persons with disabilities in public institutions, requires the provision of auxiliary aids, mandates accessible facilities, and prohibits discriminatory admission practices. The National Council on Persons with Disability oversees implementation.

Abbreviation for Polymorphic Hierarchical Identity. See Polymorphic Hierarchical Identity.

See also: Polymorphic Hierarchical Identity

Treatment that uses physical methods — including exercises, manual therapy, and equipment — to improve movement, strength, balance, and physical function. For children with SEND, physiotherapy is essential for conditions such as cerebral palsy, muscular dystrophy, hypermobility, and developmental coordination disorder. In the UK, paediatric physiotherapy is provided through the NHS and is commonly specified in EHCPs for children with physical disabilities. Known as Physical Therapy (PT) in the US.

See also: Physio, Physical Therapy (PT — US)

An Individual Reasonable Adjustment Plan in Colombia, required for students with disabilities enrolled in mainstream schools under Decree 1421 of 2017. The PIAR documents the student's characteristics, barriers to participation, and the reasonable adjustments the school will implement across curriculum, assessment, methodology, and environment. It is developed by the school's teacher team with input from families and reviewed periodically.

See also: Decreto 1421 — Colombia

Chile's School Integration Programme, which provides additional resources to mainstream schools that enrol students with special educational needs. PIE-funded schools receive additional specialist professionals (special educators, psychologists, speech therapists) and per-student funding to provide support. Students in PIE must have a formal diagnostic evaluation and receive an individual support plan. Over 5,800 schools across Chile participate in PIE.

See also: Decreto 170 — Chile

A UK government benefit for adults (and young people 16+) with long-term physical or mental health conditions or disabilities. Trisende's AI Document Assistant can assist with PIP application evidence by extracting relevant care and daily living needs from a child's EHCP.

The section of a US IEP that describes the child's current performance — what they can do, where they struggle, and how their disability affects involvement in the general curriculum. Also known as Present Levels or PLOP. The PLAAFP forms the baseline from which measurable annual goals are written.

See also: IEP

A tamper-evident, append-only record of all significant actions taken on the Trisende platform — including carer verifications, admin changes, data exports, provision updates, and account modifications. The audit log is used for safeguarding investigations, SAR responses, and governance reporting.

See also: SAR

A Psycho-Medical-Social Centre in the French-speaking community of Belgium (Wallonia and Brussels) that provides guidance, assessment, and support services to students and schools. CPMS professionals conduct evaluations for learning difficulties and disabilities, advise on educational support, and refer students to specialised services. Functionally equivalent to the Flemish CLB.

A five-tier system of support measures in the Czech Republic, introduced by the 2016 amendment to the Education Act. Tier 1 involves adaptations by the classroom teacher; Tier 2 adds an IEP and pedagogical intervention; Tier 3 provides specialist staffing and modified curriculum; Tier 4 involves significant modifications including a teaching assistant; Tier 5 provides the most intensive support. Higher tiers require assessment by a school counselling facility (ŠPZ).

Trisende Patent Application 6 (TSND-UK-P6). A system enabling a single registered user to hold multiple role mandates with a hierarchical chain of command. PHI enables role context-switching (the Identity Switcher), mirror access controls (where one role can authorise another's actions), and mandate-tier delegation — all from a single user account.

See also: Identity Switcher, Mandate, Role

A public psychological-pedagogical counselling centre in Poland that provides assessment, diagnosis, and support for children and young people with developmental, learning, and behavioural difficulties. The poradnia issues formal certificates for special education needs, early intervention support, and accommodations for examinations. There are approximately 600 centres across Poland.

See also: Orzeczenie o Potrzebie Kształcenia Specjalnego — Poland

A person-centred, evidence-based framework for understanding and responding to challenging behaviour. PBS emphasises understanding the function of behaviour, modifying the environment to reduce triggers, teaching alternative skills, and reinforcing positive behaviours. In the UK, PBS is widely used in special schools, residential settings, and by local authority behaviour support teams. It is a key component of the Transforming Care programme and is recommended as an alternative to restrictive practices. PBS plans should be developed collaboratively with the person, their family, and the professional team.

See also: PBS, Positive Behavioural Support

An Individual Pedagogical Plan developed for students with disabilities in Argentine schools. The PPI outlines adapted learning objectives, teaching strategies, assessment criteria, and support resources. Under Resolution 311/2016 of the Federal Council of Education, students with disabilities have the right to attend mainstream schools with the necessary support configurations, including a PPI.

See also: Resolución 311/2016 — Argentina

The Special Education Integration Programme in Malaysia, where special education classes are located within mainstream school premises. Students in PPKI receive instruction from specialist special education teachers in separate classrooms but share the school's facilities and may participate in mainstream activities. PPKI caters to students with learning disabilities, visual impairment, or hearing impairment.

Denmark's Pedagogical Psychological Advisory Service, a municipal service that assesses children and young people with special educational needs and advises schools and parents on appropriate support and placement. PPR conducts psychological and pedagogical assessments, recommends interventions, and supports inclusive education practices. Each municipality in Denmark operates a PPR service.

France's Personalised Schooling Plan for students with disabilities. The PPS defines the educational adjustments, support, and therapeutic services a student will receive based on the assessment conducted by the MDPH. It covers school placement, curriculum adaptations, human support (AESH), assistive technology, and transport. The PPS is the French equivalent of the UK's EHCP.

See also: MDPH, AESH, EHCP

Norway's Pedagogical Psychological Service, a municipal or county-level advisory and assessment service. PPT conducts expert assessments of students who may need special education, advises schools on adaptation and support, and issues the formal recommendation (sakkyndig vurdering) that forms the basis for a decision on special education rights. PPT is comparable to the UK's Educational Psychology Service.

See also: IOP — Norway

The statutory requirement for SEND transition planning to begin from Year 9 (age 13–14). EHCPs and ISPs must include PfA outcomes covering employment, independent living, community participation, and health. Trisende's longitudinal tracking module supports PfA planning and outcome recording.

See also: EHCP, ISP

An appropriate education programme determined for students with disabilities in Croatia through an assessment by the professional team and local expert commission. The programme can range from individualised adaptations within the regular curriculum to a modified (reduced or alternative) curriculum, depending on the student's needs. Croatian education law requires mainstream schools to provide appropriate programmes with the necessary professional support.

A written document that a US school district must provide to parents whenever it proposes or refuses to initiate or change the identification, evaluation, placement, or provision of FAPE for a child with a disability. The PWN must describe the action proposed or refused and explain the reasons.

See also: IDEA, Procedural Safeguards

An anonymised, neighbourhood-level map view of carer availability and SEND resource locations. Powered by the fuzzy geolocation layer of the Sovereign Relief Network (Patent P5). Protects individual privacy while enabling resource discovery.

See also: Fuzzy Geolocation, Sovereign Relief Network

A set of rights guaranteed to parents of children with disabilities under IDEA. These include the right to participate in all meetings, examine all records, obtain an Independent Educational Evaluation (IEE), receive prior written notice before changes to identification or placement, and file a due process complaint or state complaint.

See also: IDEA, Due Process Hearing

A support teacher (itinerant/support) in Romania who provides specialist educational assistance to students with special educational requirements (CES) in mainstream schools. The profesor de sprijin develops individual intervention plans, adapts curriculum, co-teaches, and coordinates with families and specialists. Each support teacher typically serves 8–12 students across one or more schools.

See also: Cerințe Educaționale Speciale — Romania

Malaysia's Special Education Programme, implemented through the Ministry of Education's Special Education Division. The programme provides three service delivery models: Special Education Integration Programme (PPKI) where special education classes operate within mainstream schools, inclusive education where students with special needs attend regular classes with support, and special education schools for students with significant needs. Malaysia's Persons with Disabilities Act 2008 guarantees the right to education without discrimination.

The sense that provides awareness of body position, movement, and force without relying on vision. Proprioceptive input comes from receptors in muscles, tendons, and joints. Children with proprioceptive difficulties (common in autism, DCD, and sensory processing disorder) may appear clumsy, use too much or too little force, have difficulty with fine motor tasks, or seek deep pressure input (crashing, pushing, squeezing). Proprioceptive activities — such as heavy work (carrying books, pushing trolleys), resistance bands on chair legs, and weighted lap pads — are key components of sensory diets in schools.

See also: Body Awareness, Deep Pressure Input

The recording of the origin, transformation history, and current state of each data element in a statutory document. Part of the Statutory Transition Compiler (Patent P1) — every mapped provision in an ISP carries a provenance trail back to its source EHCP section.

See also: Statutory Transition Compiler

An identified area where a child's EHCP or ISP specifies a provision that is not currently being delivered or is not available locally. The Council Dashboard includes a Provision Gap Analysis tool that aggregates gaps across schools and geographies to support LA commissioning decisions.

A school-level planning and tracking tool used widely in UK schools (though not required by legislation) that records all SEN provision — interventions, support, resources — for every child with identified needs. The provision map typically shows which students receive which interventions, for how long, delivered by whom, and what impact it had. Many SENCos consider the provision map their most important working document. Similar tracking tools exist under different names in other countries but the term 'provision map' is distinctly British.

See also: SENCo, Graduated Approach — England

The process of matching a child's identified SEND needs (primarily from EHCP Section B) to the specific provisions that will address them (EHCP Section F). The ISP Engine performs automated provision mapping as part of the EHCP-to-ISP conversion pipeline.

See also: ISP Engine, EHCP Sections

A specialist therapeutic pedagogy teacher in Spanish schools who provides direct support to students with special educational needs (ACNEE). PT teachers work within mainstream schools, delivering adapted instruction, co-teaching, and targeted intervention. They are comparable to special education teachers in other jurisdictions.

See also: ACNEE — Spain, AL — Spain

An admin-controlled setting determining whether a carer appears in the public Trisende carer directory. A carer can be fully verified but not yet publicly visible if, for example, their profile review is pending final admin approval.

Informal terms used by educators across many countries for how support is delivered. 'Pull-out' (or 'withdrawal'): the student leaves the mainstream classroom to receive specialist instruction in a separate room — used globally. 'Push-in' (or 'pull-in'): the specialist goes into the mainstream classroom to support the student there — an inclusive model. 'Push-in' is increasingly preferred by inclusion advocates because the student stays with peers. In practice, most students with SEND receive a mix of both. The terms are informal but universally understood among practitioners.

See also: Resource Room, Co-Teaching / Team Teaching

A support worker in Scottish schools who provides practical assistance to pupils with additional support needs. Duties may include helping with personal care, supporting access to the curriculum, implementing strategies from a CSP or IEP, and facilitating inclusion in classroom activities. Comparable to the English Teaching Assistant (TA) in a SEND context.

See also: ASN

A designated space in a school where students can go to regulate their emotions, reduce sensory overload, or take a break from the demands of the classroom. The name varies by country and school: 'calm room' and 'sensory room' (UK), 'calm corner' or 'peace corner' (US), 'safe space' (various). A sensory room may include soft lighting, weighted blankets, fidget tools, and calming visuals. This concept exists worldwide under many local names and is a standard feature of SEND-aware schools. It is distinct from isolation or seclusion — a calm room is a voluntary, supportive space, not a punishment.

See also: Sensory Processing, Dysregulation / Emotional Regulation

Republic Act 11650, enacted in 2022, is the Philippines' Inclusive Education Act. The law mandates that all public and private schools accept learners with disabilities and provide reasonable accommodations and support services. It establishes the framework for early identification, assessment, development of Individual Education Plans, and the training of teachers in inclusive education practices.

A Guidance and Research Centre in Turkey that serves as the primary assessment and referral point for students with special educational needs. RAMs conduct educational diagnostic assessments, determine eligibility for special education services, recommend placement (mainstream with support, special education class, or special education school), and provide guidance to families. Each province and district has at least one RAM.

See also: BEP — Turkey

The statutory body in India that regulates and monitors the training of rehabilitation professionals — including special educators, speech therapists, occupational therapists, and clinical psychologists. All special education professionals in India must be registered with the RCI to practise.

See also: RPWD Act 2016

A concept central to disability rights law worldwide, defined in the UN CRPD as 'necessary and appropriate modification and adjustments not imposing a disproportionate or undue burden, where needed in a particular case, to ensure to persons with disabilities the enjoyment or exercise on an equal basis with others of all human rights and fundamental freedoms.' In education, reasonable accommodations may include adapted materials, extra time, modified assessment, assistive technology, physical accessibility, and human support. Denial of reasonable accommodation constitutes discrimination under the CRPD.

See also: UN CRPD, Reasonable Adjustment — Australia

Under the Disability Standards for Education 2005, an adjustment made by an education provider that enables a student with disability to participate in education on the same basis as other students. Adjustments must be reasonable — balancing the student's needs against the interests of all parties, including financial impact. The concept is similar to 'reasonable adjustments' under the UK Equality Act 2010.

See also: Disability Standards for Education 2005, Equality Act 2010

Chinese State Council regulations (revised 2017) governing the education of persons with disabilities. The regulations require governments at all levels to include special education in education development plans, establish a disability identification and assessment system, ensure free compulsory education for children with disabilities, develop both special schools and inclusive education, and provide assistive technology and accessible materials.

Supportive services required under IDEA for a child with a disability to benefit from special education. Related services include speech-language pathology, occupational therapy, physical therapy, counselling, transportation, school health services, social work, and assistive technology. Related services are specified in the child's IEP.

See also: IEP, IDEA

A mutual aid feature of the Trisende platform where SEND families can post requests for help (e.g. emergency childcare, transport, equipment loan) and offers to help others. Requests are categorised by urgency and type. The Relief Network is powered by the Sovereign Relief Network matching engine (Patent P5) with fuzzy geolocation to protect family privacy.

See also: Sovereign Relief Network, Fuzzy Geolocation

A resolution of Argentina's Federal Council of Education that promotes the right of students with disabilities to access, participate, and progress in mainstream education at all levels. It establishes the obligation of schools to develop Individual Pedagogical Plans (PPI), provide reasonable adjustments, certify learning, and ensure accessible conditions. The resolution aligns with Argentina's obligations under the UN CRPD.

See also: PPI — Argentina, Maestro de Apoyo a la Inclusión — Argentina

A pull-out support model in Japanese mainstream schools where students with mild disabilities (speech/language impairment, autism, emotional disturbance, ADHD, learning disabilities, etc.) receive specialist instruction for a portion of the school week while remaining enrolled in their regular class. Resource rooms are staffed by specially trained teachers.

See also: Tokubetsu Shien Kyōiku — Japan

A widely implemented support model in Jordanian mainstream schools where students with learning disabilities receive specialist instruction in a dedicated resource room for part of the school day while remaining enrolled in their regular class. Resource room teachers have specialist training in learning disabilities and follow the Ministry of Education's guidelines for assessment, IEP development, and instructional strategies.

A dedicated room in an Indian school equipped with specialised materials, assistive technology, and learning aids for children with special needs (CWSN). Resource rooms are staffed by special educators who provide targeted instruction and support beyond the mainstream classroom. Funded under the Samagra Shiksha Abhiyan programme.

See also: CWSN, Samagra Shiksha Abhiyan

A specially trained teacher in Canadian schools who provides direct and indirect support to students with special education needs. Resource teachers may deliver targeted instruction, consult with classroom teachers, coordinate IEPs, liaise with external agencies, and adapt curriculum materials. The role is comparable to the UK's SENCO, though resource teachers typically also deliver direct instruction.

See also: SENCO, IEP — Canada

A 'resource school' in Sweden — a small, specialist school or unit (often municipally run) for students who cannot access mainstream education due to neuropsychiatric conditions (autism, ADHD), anxiety, or other difficulties. Resursskolor typically have very small class sizes (3–8 students), high staff ratios, and adapted environments. They exist in a grey area — not formally 'special schools' (which Sweden has very few of) but not mainstream either. The term is widely used by Swedish educators and parents, though the concept sits uneasily with Sweden's strong ideological commitment to inclusive education.

See also: Inclusive Education

A clinical term that became a widespread slur. Originally a medical/legal term meaning 'delayed in development,' it was used in legislation, diagnostic manuals, and education systems worldwide. The 'Spread the Word to End the Word' campaign (now 'Spread the Word: Inclusion') has been a global movement to end its use as a slur. Rosa's Law (US, 2010) replaced 'mental retardation' with 'intellectual disability' in federal law. Many countries have followed suit. The term is considered deeply offensive and should never be used in contemporary professional, educational, or personal contexts.

See also: Mental Retardation, Intellectual Disability vs. Learning Disability

Trisende Patent Application 7 (TSND-UK-P7). A sovereign UUID-based attribution and commission traceability system for CIC and partner pathways. Every revenue event is tagged with an immutable attribution edge — the originating partner, the service path, and the commission due. SCTS stands for Sovereign Commission Traceability System.

See also: Commission, CIC

A fundamental human right recognised in the Universal Declaration of Human Rights (Article 26), the International Covenant on Economic, Social and Cultural Rights (Article 13), the Convention on the Rights of the Child (Articles 28 and 29), and the Convention on the Rights of Persons with Disabilities (Article 24). The right to education encompasses access, availability, acceptability, and adaptability. For persons with disabilities, the right to education requires reasonable accommodations, support services, and an inclusive learning environment.

See also: UN CRPD, Inclusive Education

Bangladesh's primary disability rights legislation, which recognises 12 types of disability and establishes rights in education, employment, rehabilitation, and social protection. In education, the law requires inclusive education in mainstream institutions, accessible curricula and assessment, teacher training, stipends for students with disabilities, and the establishment of special schools where mainstream inclusion is not feasible. The National Executive Committee for Disability Rights oversees implementation.

A database security feature used by Trisende via Supabase to ensure each user can only access the specific rows of data they are authorised to see. For example, a parent can only read their own children's records; a carer can only see data for children they are actively engaged with.

The context in which a user operates on the Trisende platform. Primary roles include: Parent/Guardian, Carer, Specialist, School Staff, Council Officer, NHS Professional, Employer (WorkBridge), Social Care Worker, Staff (Trisende team), Admin, and Governor. Users can hold multiple roles via the Polymorphic Hierarchical Identity system.

See also: Polymorphic Hierarchical Identity, Mandate

India's primary disability rights legislation, replacing the Persons with Disabilities Act 1995. The RPWD Act recognises 21 categories of disability (up from 7 in the previous Act) and mandates inclusive education, reservation in government jobs, accessibility standards, and the establishment of District and State-level disability bodies. The Act requires government-funded educational institutions to provide reasonable accommodations and inclusive education to children with disabilities.

See also: CWSN, Inclusive Education — India

A multi-tiered framework used in US schools to identify students with learning and behavioural needs through systematic screening and progressively intensive interventions. RTI has three tiers: Tier 1 (universal instruction), Tier 2 (targeted small-group intervention), and Tier 3 (intensive individual intervention). A student's response to intervention may inform eligibility decisions for special education.

See also: MTSS, SEN Support

Specialist teachers in New Zealand who provide support to schools for students with moderate learning and behavioural needs that cannot be met within the school's existing resources. RTLBs work across clusters of schools, providing assessment, intervention planning, teacher professional development, and direct support. They do not replace classroom teachers but build school capacity.

See also: ORS, Learning Support Coordinator — New Zealand

A Technical-Pedagogical Report in Portugal that documents a student's support needs and the measures to be implemented under Decreto-Lei 54/2018. The RTP identifies the barriers to learning, proposes selective and/or additional measures, defines responsibilities, and establishes review timelines. It is developed by the school's multidisciplinary team (EMAEI) in collaboration with parents.

See also: Decreto-Lei 54/2018 — Portugal, EMAEI — Portugal

Trisende Patent Application 4 (TSND-UK-P4). A critical-priority emergency notification system with guaranteed signal prioritisation for safeguarding events. S.A.F.E. alerts can bypass device silent and Do Not Disturb modes. They include one-tap response mechanisms and automatic escalation pathways if an alert is not acknowledged within a defined window. S.A.F.E. stands for Secure Alert For Emergency.

Peru's Support and Advisory Service for Special Educational Needs. SAANEE teams — comprising special education teachers, psychologists, therapists, and social workers — are attached to special schools but operate as itinerant support services for mainstream schools in their area. They assess students, train teachers, develop adaptations, and advise families. SAANEE is the primary mechanism for supporting inclusive education in Peru.

Hungary's legal category for students with Special Educational Needs (literally 'special educational requirements'). Students are classified as SNI through an expert assessment by the county-level Expert Committee (Szakértői Bizottság). SNI includes physical, sensory, intellectual, speech, and learning disabilities, as well as autism and multiple disabilities. SNI students may attend mainstream schools with support, integrated settings, or special institutions.

A Multifunctional Resource Room in Brazilian schools equipped with specialised materials, assistive technology, and adapted furniture for providing AEE to students with disabilities. The rooms are funded by the federal government through the Programa Implantação de Salas de Recursos Multifuncionais. Each room is staffed by a specialist teacher who provides individualised or small-group support.

See also: AEE — Brazil

A landmark international declaration on inclusive education adopted at the UNESCO World Conference on Special Needs Education in Salamanca, Spain. The Statement affirmed that regular schools with an inclusive orientation are the most effective means of combating discriminatory attitudes, building an inclusive society, and achieving education for all. Signed by representatives of 92 governments and 25 international organisations, it remains a foundational reference for inclusive education policy worldwide.

See also: Inclusive Education, UN CRPD

India's integrated central government scheme for school education covering pre-school to higher secondary level. Samagra Shiksha includes a dedicated component for Inclusive Education of Children with Special Needs (CWSN), providing funding for identification, assessment, aids and appliances, resource rooms, special educators, barrier-free access, and home-based education for children with severe disabilities.

See also: CWSN, RPWD Act 2016

A regional cooperative of mainstream and special schools in the Netherlands established under the Passend Onderwijs framework. Each samenwerkingsverband manages the budget for additional student support within its region, determines how support is allocated, and ensures that every student has access to an appropriate educational placement. There are 77 primary education and 75 secondary education samenwerkingsverbanden.

See also: Passend Onderwijs — Netherlands

A formal request by an individual (or a parent on behalf of a child) for all personal data held about them by Trisende. Under UK GDPR Article 15, Trisende must respond within one calendar month. SARs are managed through the Admin Command Centre.

A team within a South African school responsible for coordinating and providing support to learners experiencing barriers to learning. The SBST manages the SIAS process at school level, develops ISPs, and refers complex cases to the District-Based Support Team (DBST). Members typically include the principal, teachers, and support staff.

See also: SIAS, DBST

An instructional approach where the teacher provides temporary, structured support to help a student accomplish a task they cannot yet do independently — then gradually removes that support as the student gains competence. Derived from Vygotsky's Zone of Proximal Development. Scaffolding is universal teaching vocabulary but has particular significance in SEND: many students with additional needs require more scaffolding, sustained for longer, and broken into smaller steps. Examples include modelling, sentence starters, graphic organisers, worked examples, checklists, and guided practice. The concept crosses every jurisdiction and language.

See also: Differentiation, Universal Design for Learning

Sovereign Commission Traceability System Ledger. The tamper-evident commission and attribution ledger protected under Patent P7. Records every revenue attribution event with immutable UUID edges.

See also: Revenue Attribution & SCTS Ledger

The United Nations Sustainable Development Goal focused on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all by 2030. SDG 4 includes specific targets on eliminating disparities for persons with disabilities (Target 4.5), ensuring accessible educational facilities (Target 4.a), and expanding scholarships for developing countries (Target 4.b). Progress towards SDG 4 is monitored using disability-disaggregated data where possible.

See also: Incheon Declaration, UN CRPD

A funding allocation provided by the Ontario Ministry of Education to school boards for the purchase of specialised equipment required by students with special education needs — including assistive technology devices, hearing aids, FM systems, and sensory equipment. Not to be confused with State Education Agency (US).

See also: Assistive Technology

The state-level authority responsible for supervising public elementary and secondary education in a US state. The SEA ensures that LEAs comply with IDEA requirements, administers federal special education funding, and establishes state standards.

See also: LEA, IDEA

A committee mandated by the Ontario Education Act to advise school boards on matters affecting the establishment, development, and delivery of special education programmes and services. Each school board in Ontario must have a SEAC with representation from local associations for persons with disabilities.

See also: IPRC, IEP — Canada

Section 504 of the Rehabilitation Act of 1973. A US federal civil rights law that prohibits disability discrimination in any programme receiving federal funding — including public schools. Students who have a disability but do not qualify for an IEP under IDEA may receive a 504 Plan, which provides accommodations and modifications within the general education setting.

See also: 504 Plan, ADA

A designated mainstream school in Indonesia that accepts and provides education for students with special needs alongside non-disabled peers. Indonesia's inclusive education policy, formalised through Regulation No. 70/2009, requires every district to designate at least one inclusive school at each level (primary and secondary). Inclusive schools receive additional resources, specialist teachers (GPK), and teacher training.

See also: GPK — Indonesia

An anxiety disorder where a person who is able to speak becomes consistently unable to speak in specific social situations (typically school) despite speaking freely in others (typically home). It is not a choice or refusal to speak. Selective mutism most commonly presents between ages 3 and 5 and affects approximately 1 in 140 children. It frequently co-occurs with social anxiety and autism. In the UK, the Selective Mutism Information & Research Association (SMIRA) provides resources. Treatment typically involves graded exposure approaches such as sliding-in and the small steps approach, not forcing the child to speak.

See also: SM, Situational Mutism

Intentional self-inflicted injury or poisoning, regardless of suicidal intent. In the SEND context, self-injurious behaviour (SIB) may occur in children with autism, severe learning disabilities, or communication difficulties as a response to pain, frustration, sensory overload, or emotional distress. This is distinct from deliberate self-harm related to emotional regulation difficulties in adolescents. Schools should follow safeguarding procedures, involve CAMHS/crisis teams where appropriate, and consider functional behaviour assessment for SIB. In the UK, self-harm in children triggers a duty of care under safeguarding frameworks.

See also: SIB, Self-Injurious Behaviour, NSSI (Non-Suicidal Self-Injury)

One of the four broad areas of SEN in the England's SEND Code of Practice (2015). SEMH replaced the previous category 'BESD' (Behavioural, Emotional and Social Difficulties) — a deliberate language shift to reframe challenging behaviour as often stemming from underlying social, emotional, or mental health needs rather than being wilful. In everyday UK school conversation, 'SEMH needs' or 'SEMH provision' is standard vocabulary. SEMH schools (formerly EBD schools) are specialist settings for students with significant social-emotional difficulties.

See also: Dysregulation / Emotional Regulation, Trauma-Informed Practice

A ministry-appointed officer in Singapore who coordinates special education support for mainstream schools at the cluster or zone level. SEN Officers facilitate professional development for teachers, advise on intervention strategies, support transitions between school levels, and connect families with available resources.

See also: Allied Educator — Singapore

A self-identifier used by UK parents of children with special educational needs and disabilities. 'I'm a SEN parent' or 'as a SEND parent' is common in support groups, online forums, and conversations with schools. The identity carries a specific meaning: not just a parent, but someone who navigates the EHCP process, attends annual reviews, advocates for provision, and often knows SEND legislation in detail. Online SEND parent communities (Facebook groups, forums, X/Twitter) are a major source of peer support and information-sharing in the UK.

See also: EHCP, Annual Review, Tribunal

An internal school record (not a statutory document) listing all pupils identified as having special educational needs. Schools in England maintain a register of students receiving SEN Support and those with EHCPs. Being 'on the SEN register' is a common phrase among UK teachers and parents. The register is used for school planning, Ofsted inspection, and data reporting. Equivalent tracking systems exist in other countries under various names — 'special education roster' (US), 'students with additional needs list' (Australia).

See also: SEN Support, EHCP

The graduated approach schools must use before requesting an EHC needs assessment. SEN Support involves four stages: Assess, Plan, Do, Review. It is the primary method by which schools support children with SEND who do not have or do not yet need an EHCP.

A qualified teacher in a school who is responsible for coordinating SEND provision. All maintained schools must appoint a SENCO. SENCOs manage EHCPs, coordinate with parents, commission assessments, and ensure statutory obligations are met. SENCOs are a key user type within Trisende's School Dashboard.

A Special Educational Needs Coordinator in a Hong Kong mainstream school. The SENCO is a designated teacher responsible for coordinating the school's SEN support under the Whole School Approach — including case management, liaison with parents and external professionals, and professional development for teachers. The role is similar to the UK SENCO but operates within Hong Kong's three-tier support framework.

See also: Whole School Approach — Hong Kong, SENCO

The umbrella term used in UK law to describe children and young people who have a learning difficulty or disability that requires special educational provision. Defined under the Children and Families Act 2014. SEND encompasses a wide range of conditions including autism, ADHD, dyslexia, cerebral palsy, Down syndrome, speech and language difficulties, visual and hearing impairments, and mental health conditions.

Statutory guidance for all organisations working with children and young people with SEND, covering ages 0 to 25. Schools, local authorities, health bodies, and social care services are legally required to have regard to the SEND Code of Practice. Trisende's platform is built in full compliance with its requirements.

A local authority's published information about the support available in the area for children and young people with SEND and their families. LAs are required by law to publish and maintain their Local Offer. Trisende's Local Authorities Directory links to each authority's Local Offer page.

A Trisende directory of SEND-specific locations and facilities — sensory rooms, specialist venues, accessible spaces, therapy centres. Listed at /places.

A Trisende directory of schools that accept EHCP or ISP placements, including special schools, independent non-maintained special schools (INMSS), mainstream schools with specialist provisions, and specialist resource bases. Listed at /schools.

A Trisende directory of support services for SEND families — covering therapy, respite, equipment, transport, legal advocacy, and more. Listed at /services.

See First-tier Tribunal (SEND).

See also: First-tier Tribunal

The Special Educational Needs and Disability Tribunal for Northern Ireland. An independent body that hears appeals from parents about decisions made by the Education Authority regarding the assessment and statementing of children with SEN. Also handles disability discrimination claims against schools.

See also: SENDO, Statement of SEN — Northern Ireland

The primary disability discrimination legislation in the context of education in Northern Ireland. SENDO strengthened the rights of children with SEN and their parents, introduced disability discrimination provisions for schools, and established the Special Educational Needs and Disability Tribunal (SENDIST NI) for resolving disputes.

See also: Statement of SEN — Northern Ireland, Education Authority — Northern Ireland

A local officer employed by the NCSE who processes applications for additional teaching and SNA support from schools, visits schools to assess needs, and advises parents, teachers, and principals on special education resources and entitlements. SENOs operate at a regional level across Ireland.

See also: NCSE, SNA

A personalised activity plan designed by an occupational therapist to provide the sensory input a child needs throughout the day to maintain an optimal level of arousal and regulation. A sensory diet is not about food — it includes activities such as deep pressure (weighted blankets, bear hugs), proprioceptive input (jumping, pushing, carrying), vestibular input (swinging, spinning), and calming strategies (noise-cancelling headphones, fidget tools). Sensory diets are commonly used for children with sensory processing difficulties, autism, and ADHD. Activities are scheduled throughout the school day to prevent sensory overload or under-stimulation.

See also: Sensory Activity Schedule, Sensory Programme

The neurological process of organising and interpreting sensory input (sight, sound, touch, smell, taste, movement/vestibular, body awareness/proprioception, and interoception). Many neurodivergent individuals experience sensory processing differences — hypersensitivity (over-responsiveness), hyposensitivity (under-responsiveness), or sensory seeking. In schools, sensory processing difficulties can affect concentration, behaviour, social interaction, and physical comfort. Adaptations include sensory breaks, noise-reducing headphones, fidget tools, flexible seating, and environmental modifications. The term 'sensory diet' (a personalised activity plan) is widely used by occupational therapists in SEND.

See also: Stimming, Meltdown vs. Shutdown, Occupational Therapy

A condition where the brain has difficulty receiving and responding to sensory information (touch, sound, light, smell, taste, movement, body awareness). Children with SPD may be over-responsive (hypersensitive), under-responsive (hyposensitive), or sensory-seeking. SPD frequently co-occurs with autism and ADHD. It is not a standalone diagnosis in DSM-5 or ICD-11, but is widely recognised by occupational therapists and used in educational settings. Also referred to as Sensory Integration Dysfunction.

See also: SPD, Sensory Integration Dysfunction, Sensory Processing Difficulties

Information recorded in a child's Trisende profile describing how the child processes sensory input — e.g. hypersensitivity to sound, light, or touch. Used by carers and specialists to plan appropriate environments and activities.

A qualified teacher in Irish schools who provides additional teaching support to students with special educational needs. Under the SET Allocation Model, schools receive a baseline allocation of SET hours based on school profile, plus additional hours for students with complex needs. SETs deliver targeted interventions, co-teach, and support students within and outside the mainstream classroom.

See also: NCSE, SNA

An informal but widely used term — particularly in the Philippines, India, the Gulf states (UAE, Saudi Arabia, Qatar, Bahrain), and parts of Southeast Asia — for a one-to-one aide who accompanies a student with special needs in a mainstream classroom. The shadow teacher adapts instruction, manages behaviour, facilitates social interaction, and liaises with the class teacher. The term is not typically used in UK, US, or Australian policy language (where 'aide,' 'TA,' or 'paraprofessional' are preferred) but is the standard everyday term in many Asian and Middle Eastern school communities. The role is often privately funded by the family.

See also: 1:1 / One-to-One Support, Teaching Assistant vs. Paraprofessional vs. Aide

A one-to-one support professional assigned to a student with special needs in a mainstream school, common in the UAE and other Gulf states. Shadow teachers assist the student with academic tasks, behaviour management, social interaction, and daily routines. Shadow teachers are typically funded by parents and are not standardised by government regulation, though the UAE's Ministry of Education has issued guidelines for inclusive education support roles.

See also: People of Determination — UAE

A proprietary scheduling protection feature within Trisende's WorkBridge™ product (Patent GB2609675.0). Shift Shield™ signals to an employer's scheduling system that an employee requires protection from certain shift patterns due to dependent care responsibilities — without disclosing the nature of those responsibilities.

See also: WorkBridge™, Care Load Score™

A withdrawal response to overwhelming input where a person becomes passive, unresponsive, or apparently 'zoned out' — the internalised counterpart of a meltdown. During a shutdown, a person may be unable to speak, move, respond to questions, or process information. Shutdowns are common in autism and may last minutes to hours. They are easily missed or misinterpreted in school settings because the child appears compliant or disengaged rather than distressed. Shutdown should not be confused with defiance or laziness. Recovery requires a low-demand, low-stimulation environment and patience.

See also: Autistic Shutdown, Withdrawal Response

Japanese terms for 'person with a disability' (shōgaisha) and 'child with a disability' (shōgaiji). The kanji 障害 (shōgai) literally means 'obstacle/barrier' and has been debated in Japan — some advocate writing it in hiragana (しょうがい) or using the alternative kanji 障碍 to avoid the character 害 (harm/damage). This linguistic debate mirrors broader international discussions about disability language. In education, the formal term is 'tokubetsu shien kyōiku' (特別支援教育 — special support education), but in everyday conversation, 'shōgai no aru kodomo' (child with a disability) is common.

See also: Tokubetsu Shien Kyōiku — Japan

South Africa's national policy and process for identifying and supporting learners who experience barriers to learning. SIAS provides a structured framework for teachers, schools, and districts to screen learners, identify support needs, and develop Individual Support Plans (ISPs). The policy is guided by White Paper 6 on Inclusive Education.

See also: ISP — South Africa, White Paper 6 — South Africa, SBST

Scandinavian after-school care programmes (SFO in Norway and Denmark, Fritidshem in Sweden) that are particularly significant in SEND contexts because they provide a less structured, social environment where children's additional needs often manifest differently than in the classroom. SEND-aware SFO programmes adapt activities for inclusion. In Nordic countries, the SFO/Fritidshem staff may be among the first to identify social, emotional, or developmental differences. The term itself is not specific to SEND, but it is part of the inclusive education vocabulary in these countries.

See also: Inclusive Education

A Special School (literally 'extraordinary school') in Indonesia that provides education for students with specific disability categories. SLBs are categorised by disability type: SLB-A (visual impairment), SLB-B (hearing impairment), SLB-C (intellectual disability), SLB-D (physical disability), and SLB-E (emotional/behavioural disorders). SLBs also serve as resource centres for nearby inclusive schools.

A school-based support worker in Ireland allocated by the NCSE to assist students with significant care needs arising from a disability. SNAs provide non-teaching support — including assistance with feeding, toileting, mobility, behaviour, and medical needs. The SNA role is distinct from special education teaching. Ireland has over 20,000 SNAs deployed across primary and post-primary schools.

See also: NCSE, SENO

Kenya's national framework for special needs education, guided by the Special Needs Education Policy Framework (2009) and the Persons with Disabilities Act (2003). Kenya provides special education through special schools, special units (classes) attached to mainstream schools, and inclusive education in regular classrooms. The Kenya Institute of Special Education (KISE) trains specialist teachers and develops adapted curricula. Kenya's new Competency-Based Curriculum (CBC) includes provisions for learners with special needs.

A professional from a local authority or independent provider responsible for social care assessments and provision for children with SEND. Social care workers can access relevant SSOT data for the children on their caseload (with consent) via the Trisende Social Care dashboard.

A short, personalised narrative (developed by Carol Gray in 1991) that describes a social situation, skill, or concept in terms of relevant cues, perspectives, and appropriate responses. Social Stories™ are one of the most widely used autism-specific strategies globally: 'I wrote a social story about lunchtime' is everyday language in SEND settings worldwide. They help autistic students and others with social communication differences understand social expectations. The term is trademarked and has specific writing criteria, but 'social story' (lowercase) is used generically to mean any personalised social narrative.

See also: Autism Spectrum Disorder, Social Communication

The Intercantonal Agreement on Cooperation in the Area of Special Education (2007), which provides a common framework for special education across Switzerland's 26 cantons. The Konkordat establishes shared definitions, a standardised assessment procedure based on the ICF, and a catalogue of special education measures. Each canton retains authority over implementation, resulting in significant variation across the country.

See also: ICF

Austria's formal determination of special educational needs, similar to the German concept. A student receives SPF status through an assessment process initiated by parents or the school. Students with SPF can be educated in mainstream schools with additional support, in integration classes, or in special schools (Sonderschulen). Austria has been progressively increasing mainstream inclusion since ratifying the UN CRPD.

The German term for special educational need (literally 'special pedagogical support need'). A formal determination of sonderpädagogischer Förderbedarf is made through a diagnostic process and defines the type and extent of support a student requires. German federal states (Länder) recognise support categories including learning, emotional and social development, speech, intellectual development, physical and motor development, vision, and hearing.

See also: Förderschule — Germany, Nachteilsausgleich — Germany

Trisende's term for its patent-protected, UK-sovereign platform architecture. All data is stored in the UK; all core platform logic is protected by UK patent applications. The term 'sovereign' denotes independence from non-UK data jurisdictions and external platform dependency.

Trisende Patent Application 5 (TSND-UK-P5). An emergency resource matching engine with privacy-preserving location fuzzing. The SRN matches relief requests to available helpers based on proximity, capability, and urgency — using spatial obfuscation and minimum disclosure principles to protect family privacy.

See also: Relief Network, Fuzzy Geolocation, Emergency Pulse Map

A class within a mainstream Irish school that provides a more supportive environment for students with specific categories of special educational need — such as autism, moderate general learning disability, or severe emotional disturbance. Special classes have reduced pupil-teacher ratios (typically 6:1 for autism) and access to SNA support. Students in special classes may integrate into mainstream classes for some subjects.

See also: NCSE, SNA

The Act on Special Education for Persons with Disabilities (2007, last amended 2023) is South Korea's primary legislation governing the education of persons with disabilities. The Act mandates free special education from age 3 to 17 (and extended for early intervention and post-secondary), requires the development of Individualized Education Plans (IEPs) for all special education students, and establishes Special Education Support Centres at the district level.

See also: IEP — South Korea, Special Education Support Centre — South Korea

Taiwan's primary special education legislation (first enacted 1984, most recently amended 2023), which mandates that schools at all levels provide appropriate special education for students with disabilities and giftedness. The Act requires Individualised Education Plans (IEPs), transition planning, professional support teams, assistive technology, and barrier-free environments. Taiwan recognises 13 disability categories and provides a comprehensive system of resource rooms, self-contained classes, and special schools within a mainstreaming framework.

A government-operated centre in Nigeria that provides education for learners with specific categories of disability — including visual impairment, hearing impairment, intellectual disability, and physical disability. Special Education Centres also serve as assessment and resource hubs. Nigeria's Universal Basic Education Act (2004) includes provisions for special needs education within the mainstream system, though implementation varies by state.

Israel's primary special education legislation, establishing the right of children with disabilities aged 3–21 to free special education. The law mandates placement by a Placement Committee (Va'adat Hasama) that recommends the most appropriate setting: mainstream class with support, special education class within a mainstream school, or special education school. Israel has been progressively expanding mainstream inclusion, particularly since Amendment 11 (2018) which strengthened inclusion provisions.

Jamaica's national policy framework for special education, implemented through the Ministry of Education's Special Education Unit. The policy promotes inclusive education while maintaining special schools and special units within mainstream schools for students with significant disabilities. Jamaica recognises categories including intellectual disability, learning disability, visual and hearing impairment, physical disability, autism, and giftedness.

Saudi Arabia provides special education through three models governed by the Rules and Regulations of Special Education Programs (2001): special education institutes (separate schools for students with significant disabilities), self-contained special education classes within mainstream schools, and resource room programmes where students attend regular classes but receive support in a dedicated room. The Ministry of Education has been progressively expanding mainstream inclusion.

Schools in China dedicated to educating students with specific categories of disability — primarily visual impairment, hearing impairment, and intellectual disability. China has approximately 2,300 special education schools serving over 900,000 students. Under the Second Phase of the Special Education Enhancement Plan (2017–2020) and subsequent policies, China has been expanding these schools while simultaneously promoting inclusive placement through suí bān jiù dú.

See also: Suí Bān Jiù Dú — China

A district-level centre in South Korea established under the Special Education Act to support the education of students with disabilities. Centres provide diagnostic evaluation, therapeutic services (speech, occupational, physical therapy), assistive technology, teacher training, and transition support. There are approximately 200 centres across South Korea.

See also: Special Education Act — South Korea

A unit within the Ministry of Education, Brunei Darussalam, that coordinates special education provision across the country. Brunei provides special education through special education schools and classes, integration programmes within mainstream schools, and a growing inclusive education model. The Special Education Policy (2013) establishes a framework for identification, assessment, placement, and individual education planning.

The most widely recognised informal term across almost every country for children who require additional support in education due to disability, developmental differences, or learning difficulties. Used universally by parents, media, and the general public. In professional and policy contexts, 'special needs' has been progressively replaced by more specific terminology — 'additional support needs' (Scotland), 'special educational needs' (England), 'students with disabilities' (US), 'additional learning needs' (Wales) — because critics argue it is vague, euphemistic, and centres the child's difference rather than the system's responsibility. Despite this, 'special needs' remains the most commonly understood term globally.

See also: Additional Needs, SEND

Ethiopia's strategy for expanding access to education for children with disabilities and special needs. The programme operates through special schools, special classes within mainstream schools, and inclusive education in regular classrooms. Ethiopia's Education Sector Development Programme (ESDP) includes targets for training specialist teachers, developing adapted curricula, providing assistive devices, and improving physical accessibility of schools.

The term 'special school' is neutral or positive in many jurisdictions (UK, Ireland, Australia, India, parts of Asia and Africa), describing a school that specialises in educating students with particular needs. However, in some advocacy and policy contexts — particularly those aligned with the UN CRPD Committee's General Comment No. 4 — separate schooling for students with disabilities is described as 'segregated' and viewed as inconsistent with the right to inclusive education. The language a person uses ('special school' vs. 'segregated setting') often signals their position on this spectrum. Professionals working internationally should be aware that the same institution may be described approvingly or critically depending on the speaker's framework.

See also: Inclusive Education, UN CRPD

A school in South Africa designated to serve learners who require high-intensity support due to significant disabilities or barriers to learning that cannot be addressed in mainstream or Full-Service Schools. Special schools also function as Resource Centres, providing specialist outreach, training, and support to surrounding mainstream and Full-Service Schools.

See also: White Paper 6 — South Africa

A verified professional listed on the Trisende Marketplace — including speech and language therapists, occupational therapists, educational psychologists, SEND assessors, behavioural support specialists, and other regulated professionals. All specialists complete Triple-Gate Verification before being listed.

See also: Marketplace, Triple-Gate Verification

An Australian school that exclusively enrols students with disabilities who require intensive, specialised educational support that cannot be reasonably provided in a mainstream setting. Specialist schools have lower student-to-staff ratios and purpose-built facilities. Comparable to UK special schools.

The Danish term for special education. Under the Danish Folkeskole Act, students whose needs cannot be met through differentiated instruction within the regular classroom are entitled to specialundervisning. This can be provided as supplementary support within the mainstream class, in special classes, or in special schools. A PPR assessment is required before a student can receive specialundervisning.

See also: PPR — Denmark

Lithuania's special education framework, governed by the Law on Education. The Pedagogical Psychological Service (PPT) assesses students and determines special educational needs. Students may receive support through educational assistance in mainstream schools, special classes, or special schools. Lithuania recognises categories of special needs including mild, moderate, severe, and very severe, with resource allocation linked to the level of need.

An umbrella term used in UK education to describe a range of conditions that affect specific aspects of learning while general cognitive ability remains intact. SpLDs include dyslexia, dyscalculia, dysgraphia, and DCD/dyspraxia. Distinct from 'learning disability' (which implies broader intellectual impairment in UK health terminology). The US equivalent umbrella term is 'Specific Learning Disability (SLD)' under IDEA.

See also: SpLD, Specific Learning Disability (SLD — US)

Latvia's special education system provides support to students with special needs through mainstream schools with support programmes, special education classes within mainstream schools, and special education schools. A State or Municipal Pedagogical-Medical Commission assesses students and recommends the appropriate special education programme (one of several nationally standardised programmes based on disability type). Latvia's Education Law guarantees the right to education appropriate to each student's health and developmental needs.

Informal abbreviation for 'Special Education' used widely in US schools. 'The SpEd teacher,' 'SpEd classroom,' 'SpEd services.' Used by professionals, parents, and students alike. Not considered disrespectful in professional contexts — it is simply shorthand — but some advocates prefer the full term. Also sometimes used as a noun: 'She's in SpEd' (meaning she receives special education services). In some US contexts, 'SPED' appears in official school communications and job titles.

See also: IDEA — United States

A Special Education Center in the Philippines that provides education for learners with disabilities who require specialised instruction. SPED Centers are typically attached to or co-located with mainstream schools and serve as resource centres for the surrounding schools. The Department of Education operates SPED Centers across the country and is progressively transitioning towards inclusive placement in regular classrooms.

A Special Education school in Singapore operated by voluntary welfare organisations with government funding. SPED schools serve students with moderate to severe disabilities — including autism, intellectual disability, hearing or visual impairment, and multiple disabilities — who require more specialised support than mainstream schools can provide. As of 2019, there are 19 SPED schools in Singapore.

Assessment and treatment of communication and swallowing difficulties. Speech and language therapists (SLTs) work with children who have difficulties with speech sounds, language comprehension, expressive language, social communication, fluency (stammering), voice, and eating/drinking. SLT is one of the most commonly specified provisions in EHCPs. In the UK, SLT services are commissioned by NHS and may also be provided privately or by schools. The Royal College of Speech and Language Therapists (RCSLT) is the professional body. Known as Speech-Language Pathology (SLP) in the US, Canada, and Australia.

See also: SALT, SLT, Speech-Language Pathology (SLP), Speech Therapy

An informal term used by educators, psychologists, and the neurodivergent community to describe a pattern of cognitive abilities that shows extreme highs and lows — rather than a flat, even profile. For example, a student might have exceptional verbal reasoning but very low processing speed, or strong mathematical ability with severe difficulty in reading. Spiky profiles are common in autism, ADHD, dyslexia, and giftedness. The term highlights why a single IQ score can be misleading — the 'average' may mask both significant strengths and significant difficulties.

See also: Twice Exceptional / 2e, Neurodiversity

A congenital condition where the spine and spinal cord do not form properly during early pregnancy. Types include spina bifida occulta (mildest, often asymptomatic), meningocele, and myelomeningocele (most severe, where the spinal cord protrudes through the back). Effects may include paralysis or weakness in the legs, bladder and bowel difficulties, hydrocephalus (excess fluid on the brain), and learning difficulties. In the UK, folic acid supplementation before and during early pregnancy is recommended to reduce risk. Children with spina bifida in schools may need wheelchair access, continence management, and physiotherapy support. Shine (formerly ASBAH) is the UK charity supporting affected families.

See also: Neural Tube Defect, NTD

A metaphor created by Christine Miserandino (2003) to explain the limited energy available to people with chronic illness or disability. Each 'spoon' represents a unit of energy; tasks throughout the day 'cost' spoons. When you run out of spoons, you cannot do more — regardless of willpower. Originally developed for lupus, the concept has been widely adopted by the autistic, ADHD, and broader disability community. In SEND contexts, students and families may say 'I've run out of spoons' to communicate that they have reached their capacity. Some schools now use spoon-based check-ins to help students self-monitor energy and regulate their day.

See also: Autistic Burnout, Neurodiversity

Abbreviation for Sovereign Relief Network. See Sovereign Relief Network.

See also: Sovereign Relief Network

The architectural principle at the heart of Trisende. Every child on the platform has one authoritative record — the SSOT — to which all stakeholders (parents, schools, councils, NHS, carers) connect. Data flows from the SSOT outward; no stakeholder holds a disconnected copy. The SSOT eliminates the 'repeated explanations' problem familiar to SEND families. Each child profile is an SSOT record.

See also: SSOT Guardian, Child Profile

The designated adult (typically the parent or legal guardian) who is the owner and controller of a child's SSOT record on Trisende. Only the SSOT Guardian can grant or revoke access for other stakeholders, consent to data processing, and authorise provision confirmation via the Double-Key Handshake Protocol.

See also: SSOT, Double-Key Handshake Protocol

Members of the Trisende team with platform-level access. Staff accounts have elevated permissions within the Admin Command Centre and may hold commission-eligible roles tracked by the SCTS Ledger.

See also: Admin Command Centre

A formal assessment administered and scored in a consistent manner, allowing a child's performance to be compared against norms for their age group. Common standardised assessments used in UK SEND practice include the WISC-V (cognitive ability), CELF-5 (language), Conners (ADHD), ADOS-2 (autism), and the British Ability Scales. Results are typically reported as standard scores, percentile ranks, or age equivalents. Educational psychologists, speech and language therapists, and clinical psychologists administer these assessments as part of diagnostic and statutory processes.

See also: Psychometric Assessment, Norm-Referenced Assessment

The Standardised Assessment Procedure used across Swiss cantons that have adopted the Sonderpädagogik-Konkordat. The SAV uses an ICF-based framework to assess a child's functioning, environmental factors, and support needs. It produces a structured report that forms the basis for decisions about special education measures.

See also: Sonderpädagogik-Konkordat — Switzerland, ICF

In Northern Ireland, children with the most complex special educational needs receive a Statement of Special Educational Needs — a legally binding document issued by the Education Authority (EA). The Statement describes the child's needs and the special educational provision the EA considers necessary. Northern Ireland's SEN framework is governed by the Education (Northern Ireland) Order 1996 and the Special Educational Needs and Disability (Northern Ireland) Order 2005 (SENDO).

See also: Education Authority — Northern Ireland, SENDO

Informal term still widely used by UK educators and parents meaning 'has a formal statutory plan for special educational needs.' Historically referred to a child with a Statement of SEN under the Education Act 1996. Although Statements were replaced by Education, Health and Care Plans (EHCPs) in 2014, many people still say 'statemented' or 'Does she have a statement?' in everyday conversation. The equivalent current phrase would be 'has an EHCP' or 'has a plan,' but 'statemented' persists — especially among experienced practitioners and parents of older children who went through the previous system.

See also: EHCP, Statement of SEN

Trisende Patent Application 1 (TSND-UK-P1). The deterministic rules-based engine that transforms EHCP content into ISP format using legally-grounded mapping logic and provenance tracking. The compiler applies fixed legal-state transition rules so the same input always produces the same legally consistent output — eliminating ambiguity in the 2026 ISP migration.

See also: ISP Engine, EHCP Hub, Deterministic Legal-State Transition, Provenance Tracking

A provision under IDEA that requires a child with a disability to remain in their current educational placement during any due process proceedings, unless the parent and the school agree otherwise. Ensures continuity of education while disputes are resolved.

See also: IDEA, Due Process Hearing

Self-stimulatory behaviour — repetitive physical movements, sounds, or manipulation of objects that serve a regulatory, communicative, or enjoyment function. Common stims include hand-flapping, rocking, spinning, humming, clicking, and fidgeting. Stimming is a core feature of autism but also occurs in ADHD and other neurodevelopmental conditions. The neurodiversity-affirming approach recognises stimming as a natural and often necessary self-regulation strategy, rather than a behaviour to be eliminated. Schools are encouraged to accommodate safe stimming and provide sensory tools. Suppressing stims (historically a goal of some behavioural therapies) is now understood to cause distress and contribute to masking and burnout.

See also: Self-Stimulatory Behaviour, Self-Regulation, Fidgeting

Informal term — originating in the autistic community — for repetitive movements, sounds, or behaviours that serve a regulatory function: hand-flapping, rocking, spinning, humming, finger-flicking, chewing, or repeating words/phrases. While clinically categorised as 'stereotypic behaviour' or 'self-stimulatory behaviour,' the autistic community reclaimed and popularised 'stimming' to normalise it as a natural and often necessary form of self-regulation. Modern SEND practice increasingly recognises that suppressing stims can cause distress, and many schools now adopt stim-friendly policies rather than trying to eliminate the behaviour.

See also: Neurodiversity, Masking / Camouflaging

A collaborative team in Australian schools that meets regularly to plan, implement, and review the educational adjustments and supports for a student with disability. The SSG typically includes the student's parents, classroom teacher, specialist staff, and relevant external professionals. Comparable to the UK's Annual Review process or the US IEP Team.

See also: ILP, IEP Team

A division within the Ministry of Education of Trinidad and Tobago that provides assessment, diagnostic, and intervention services for students with special educational needs. The division operates school psychological services, special education advisory services, and curriculum support for students with disabilities in mainstream and special schools.

A professional funded through a participant's NDIS plan who helps the participant understand, implement, and coordinate their NDIS supports. Support Coordinators connect families with service providers, assist with plan reviews, and help resolve issues. Three levels exist: Support Connection, Coordination of Supports, and Specialist Support Coordination.

See also: NDIS, NDIS Plan

China's 'Learning in Regular Classrooms' policy — the primary model for inclusive education. Students with mild to moderate disabilities are placed in regular classrooms in their neighbourhood schools with additional support. The policy was introduced in the 1980s and formalised in the Regulations on Education of Persons with Disabilities (2017). Suí bān jiù dú is complemented by special education schools for students with more significant needs and by resource rooms (资源教室) in mainstream schools.

See also: Special Education Schools — China

Sweden's primary education legislation, which establishes that all students are entitled to education adapted to their individual needs. The Act requires schools to provide additional support and special support (särskilt stöd) to students who need it. Schools must document support measures in an åtgärdsprogram. Sweden's education system has a strong emphasis on inclusion, and special schools exist primarily for students with intellectual disabilities (grundsärskolan, now called anpassad grundskola).

See also: Åtgärdsprogram — Sweden

An Expert Committee in Hungary — operating at county or national level — that conducts comprehensive assessments of children suspected of having special educational needs, learning difficulties, or other developmental issues. The committee issues an expert opinion (szakvélemény) that determines SNI status, recommends educational placement, and specifies the type and extent of support required.

See also: Sajátos Nevelési Igény — Hungary

Treatment and Education of Autistic and related Communication-handicapped Children. A structured teaching approach developed at the University of North Carolina that uses visual supports, physical organisation of the learning environment, predictable schedules, and work systems to leverage autistic strengths in visual processing and routine. TEACCH is widely used in UK special schools and autism-specific provisions. It is not a therapy but an educational framework. Key elements include structured work stations, visual timetables, and task organisation (left-to-right, top-to-bottom work systems).

See also: Structured Teaching

The person who supports a student with SEND in the classroom has different titles depending on the country. In the UK: Teaching Assistant (TA), Learning Support Assistant (LSA), or Higher Level Teaching Assistant (HLTA). In the US: Paraprofessional, Paraeducator, or Instructional Aide. In Australia: Teacher Aide or Integration Aide. In India, the Gulf states, and the Philippines: Shadow Teacher. In Italy: Insegnante di Sostegno (a fully qualified teacher, not an aide). In France: AESH (Accompagnant d'Élève en Situation de Handicap). In Germany: Schulbegleiter or Integrationshelfer. The role, training requirements, pay, and professional status vary enormously across these titles, even though the day-to-day work can look similar.

See also: Shadow Teacher, AESH — France, Insegnante di Sostegno — Italy

An informal but widely used UK model where a small group of practitioners from different agencies forms around a single child and family to coordinate support. The TAC meets regularly, shares information, and ensures services are aligned. The term has been adopted in various forms across other English-speaking countries (Australia, New Zealand). 'Team Around the Family' (TAF) extends the concept to supporting the whole family. Neither TAC nor TAF is a statutory term, but both are deeply embedded in UK SEND practice.

See also: Multi-Agency Working, Early Help

In the context of the Trisende SSOT architecture, a tenant is an institutional stakeholder (school, council, NHS body) that has been linked to a child's SSOT record by the SSOT Guardian. Tenants can see the data they are authorised to view and can post updates to the child's longitudinal record.

See also: SSOT

Finland's framework for organising educational support, introduced by the 2010 amendments to the Basic Education Act. The three tiers are: general support (yleinen tuki) — available to all students through differentiation and flexible grouping; intensified support (tehostettu tuki) — structured additional support based on a pedagogical assessment and documented in a learning plan; and special support (erityinen tuki) — the most intensive level, requiring an administrative decision and documented in a HOJKS (individual education plan).

See also: HOJKS — Finland

An admissibility declaration issued by a samenwerkingsverband in the Netherlands that is required before a student can be placed in a special school or special support class. The TLV is the formal gateway to more intensive provision beyond what mainstream schools can offer under the Passend Onderwijs framework.

See also: Samenwerkingsverband, Passend Onderwijs — Netherlands

The virtual currency unit within the Trisende Token Economy. Tokens are purchased by users and can be used to send gifts during livestreams, purchase premium features, or tip carers and specialists. Token purchases are processed by Stripe or PayPal.

See also: Token Economy, Wallet

Trisende's virtual currency system. Users purchase tokens with real money, hold them in a Wallet, and spend them on gifts during livestreams or platform features. Revenue is attributed via the SCTS Ledger (Patent P7). Token promotional balances (gifted by Trisende) are tracked separately from purchased balances.

See also: Token, Wallet, Revenue Attribution & SCTS Ledger

Japan's system of special support education, reformed in 2007 from the previous special education framework. The system provides for children with disabilities across three settings: special support schools (for students with significant disabilities), special support classes within mainstream schools, and resource rooms (tsūkyū) where students receive part-time specialist instruction while remaining enrolled in regular classes. Governed by the School Education Act.

See also: Resource Room — Japan, Individual Education Support Plan — Japan

A neurological condition characterised by involuntary, repetitive movements and vocalisations called tics. To meet diagnostic criteria, a person must have had multiple motor tics and at least one vocal tic for more than a year, with onset before age 18. Tics wax and wane in severity and may include blinking, head jerking, throat clearing, sniffing, and in a minority of cases, coprolalia (involuntary swearing). Tourette syndrome frequently co-occurs with ADHD and OCD. In schools, reasonable adjustments may include allowing movement breaks, ignoring tics, and providing exam accommodations. Tourettes Action (UK) provides educational resources.

See also: TS, Tic Disorder, Tourette's

In SEND contexts, 'transition' has a specific meaning beyond the everyday use of the word. It refers to the planned process of moving between phases of education (e.g., early years to primary, primary to secondary, secondary to post-16/post-18) or between settings (e.g., special school to mainstream, or school to employment/adult services). For students with SEND, transitions are recognised as high-risk periods where support can break down, and most SEND systems require a formal transition plan. In the US, IDEA mandates transition planning from age 16 (or earlier). In the UK, EHCPs include a transition section. The word 'transition' in SEND almost always implies structured, planned handover — not just 'moving on.'

See also: EHCP, IEP

The process of moving between phases of education or from education into adult life. Transition is a critical focus across SEND systems worldwide: the UK mandates Preparation for Adulthood from Year 9; the US requires transition services in the IEP by age 16; Australia's NDIS supports transition planning at key life stages. Effective transition planning involves the student, family, educators, and receiving services, and covers education, employment, independent living, health, and community participation.

See also: Preparation for Adulthood, Transition Services — United States

The preparation for a young person with SEND moving from education into adult life. Statutory transition planning must begin from Year 9 and is recorded in the EHCP/ISP under Preparation for Adulthood (PfA) outcomes. Also relevant when a child transitions between schools or phases of education.

See also: Preparation for Adulthood

Under IDEA, US schools must begin transition planning no later than the IEP in effect when a student turns 16 (some states require age 14). Transition services focus on improving academic and functional achievement to facilitate movement from school to post-school activities — including post-secondary education, vocational training, employment, and independent living.

See also: IEP, Preparation for Adulthood

An approach to education that recognises the widespread impact of trauma (adverse childhood experiences, abuse, neglect, displacement, grief) on learning, behaviour, and development, and that integrates this understanding into school policies and classroom practices. Trauma-informed schools prioritise safety, trust, predictability, and relational connection. The approach has become a major SEND-adjacent movement globally — particularly in the US (ACEs framework), UK (attachment-aware schools), and Australia. Many behaviours previously labelled as 'disruptive' or 'defiant' are now understood through a trauma lens as survival responses.

See also: Dysregulation / Emotional Regulation, Attachment-Aware

Informal shorthand for the First-tier Tribunal (Special Educational Needs and Disability), the independent body in England that hears appeals from parents who disagree with local authority decisions about EHCPs — including refusals to assess, refusals to issue a plan, the content of a plan, or a named school placement. When UK SEND practitioners say 'going to Tribunal' or 'it'll end up at Tribunal,' they mean a formal legal hearing. The Tribunal has the power to order local authorities to take specific actions. Equivalent bodies exist in other jurisdictions: in Scotland, the Additional Support Needs Tribunal; in the US, due process hearings under IDEA.

See also: EHCP, SEND Tribunal — England

Tools available in the Parent Pro+ tier to help families prepare for a SEND Tribunal appeal. Includes Evidence Timeline export, document organisation, statutory deadline tracking, and AI-assisted review of EHCP contents.

See also: First-tier Tribunal, Evidence Timeline

Trisende's three-stage verification process for all carers and specialists. Gate 1: Enhanced DBS certificate reference check. Gate 2: Biometric identity verification (document + live selfie facial comparison). Gate 3: Credential and professional registration review. All three gates must pass before a carer or specialist can appear in the public directory or accept bookings. Protected under Patent Application 5 (Sovereign Relief Network).

See also: Enhanced DBS, Biometric Verification, Carer, Specialist

The UK's sovereign SEND infrastructure platform. Founded by Romel Ravello from lived experience as both a survivor of system failure and a SEND parent. Trisende is the trading name for the platform operating at trisende.co.uk, registered as Trisende Technologies Ltd. The name derives from the combination of foundational concepts: transition, independence, and end-to-end.

See Academy.

See also: Academy

A term for students who are both intellectually gifted and have a disability or learning difficulty — for example, a child with a very high IQ who also has dyslexia, ADHD, or autism. Originated in the US gifted education community and now used internationally. 2e students are often under-identified because their giftedness masks their disability (they perform at 'average' levels) or their disability masks their giftedness (they are placed in remedial programmes). Requires both enrichment and support — a combination many school systems struggle to provide.

See also: Spiky Profile, Gifted and Talented

An approach to disability-inclusive development adopted by many international organisations and governments that combines two complementary strategies: (1) mainstreaming disability across all general education policies, programmes, and services, and (2) providing disability-specific programmes and services where needed. The twin-track approach is advocated by the World Bank, UNICEF, and many bilateral development agencies in their education programming.

See also: Inclusive Education, UN CRPD

The UK General Data Protection Regulation — the retained EU GDPR law as amended by the Data Protection Act 2018. Governs all personal data processing on the Trisende platform. Special category data (health, SEN information, biometrics) requires explicit consent under Article 9.

See also: Data Protection Act 2018

A specialised inclusion unit within a mainstream French school (primary or secondary) for students with disabilities who can benefit from partial inclusion. ULIS students have their home base in the unit but participate in regular classes for subjects where they can progress with support. Each ULIS is staffed by a specialist teacher and typically serves up to 12 students.

See also: PPS — France

An international human rights treaty adopted in 2006 that enshrines the rights of persons with disabilities across all areas of life. Article 24 specifically addresses education, requiring states to ensure an inclusive education system at all levels. The UK ratified the CRPD in 2009. As of 2024, 191 countries have ratified the Convention. The CRPD informs disability education policy worldwide and is the reference framework for many national SEND/disability education laws.

See also: CRPD Article 24, Salamanca Statement, Inclusive Education

UNICEF's global framework for supporting countries to develop and implement disability-inclusive education systems. UNICEF's approach emphasises system-level change — including policy reform, teacher training, accessible learning materials, data collection, and community engagement — rather than individual student interventions. UNICEF works across more than 140 countries on disability-inclusive education programming.

See also: UN CRPD, Inclusive Education

An educational framework originating from the United States (developed by CAST) that guides the design of learning experiences to be accessible and effective for all students from the outset. UDL has three principles: provide multiple means of engagement (the 'why' of learning), multiple means of representation (the 'what'), and multiple means of action and expression (the 'how'). UDL is referenced in US federal law (ESSA, Higher Education Opportunity Act) and is increasingly adopted worldwide as a foundation for inclusive education practice.

See also: Inclusive Education, Assistive Technology

Uganda's Universal Primary Education programme, introduced in 1997, explicitly includes children with disabilities. The government provides additional per-student funding for learners with special needs and prioritises their enrolment. Uganda's Persons with Disabilities Act (2020) strengthens education rights, requiring inclusive education, accessible materials, sign language instruction, and specialist teacher training. Uganda also operates special schools and special needs units (SNUs) attached to mainstream schools.

A Support Services Unit for Regular Education in Mexico that provides itinerant special education support to mainstream schools. USAER teams include special education teachers, psychologists, social workers, and communication specialists who assess students, develop intervention plans, train classroom teachers, and advise families. Each USAER covers a cluster of schools within a zone.

See also: CAM — Mexico

A Placement Committee under Israel's Special Education Law that determines the educational placement of children with disabilities. The committee includes representatives from the local authority, Ministry of Education, health services, and the parents. It reviews assessment reports and recommends the most appropriate educational setting. Parents have the right to appeal placement decisions.

See also: Special Education Law 5748-1988 — Israel

The current stage of a carer or specialist's Triple-Gate Verification process. Stages include: Pending, DBS Submitted, Biometric Verified, Credentials Reviewed, Fully Verified, Suspended, and Rejected. Only Fully Verified carers appear in the public directory.

See also: Triple-Gate Verification

A significant reduction in vision that cannot be fully corrected with glasses or contact lenses and affects educational access. Ranges from partially sighted to total blindness. In the UK, children with VI may receive support from a Qualified Teacher of Children and Young People with Vision Impairment (QTVI). Schools must make reasonable adjustments under the Equality Act 2010. CVI (Cerebral Visual Impairment) is the most common cause of visual impairment in children in developed countries.

See also: VI, Sight Loss, Low Vision, Blindness, CVI

A sequence of images, symbols, or words displayed in order to show a student what activities will happen and in what sequence. Visual timetables are one of the most universally used SEND strategies worldwide — used in every country, every setting, and across all disability categories. They reduce anxiety (the student knows what is coming), support executive function (organisation and sequencing), and reduce reliance on verbal instruction. Visual timetables can be whole-class (displayed on the wall), individual (on a student's desk or in a booklet), or digital (on a tablet). The concept is so fundamental to SEND practice that it transcends all language and cultural barriers.

See also: Differentiation, Scaffolding, Executive Function

A user's token balance on the Trisende platform. The Wallet distinguishes between purchased tokens and promotional tokens. Users can view their Wallet balance, transaction history, and withdrawal requests from the Wallet dashboard.

See also: Token, Token Economy

A set of standardised disability-identification questions developed by the Washington Group on Disability Statistics (a UN Statistical Commission city group). The questions focus on functional difficulty in six domains: seeing, hearing, walking, cognition, self-care, and communication. The Washington Group Short Set is widely used in national censuses, surveys, and education monitoring systems worldwide to produce internationally comparable disability data.

See also: ICF

A three-tier model widely used in UK schools (introduced by the National Strategies programme in the 2000s): Wave 1 is quality-first teaching for all students in the mainstream classroom. Wave 2 is targeted small-group intervention for students falling behind. Wave 3 is intensive, individualised intervention for students with significant needs. Although the 'Waves' terminology was superseded by the SEN Code of Practice's graduated approach (Assess–Plan–Do–Review), many UK schools and teachers still use 'Wave 1/2/3' language in everyday practice because it is intuitive and well-understood.

See also: Graduated Approach — England, RTI — United States

South Africa's foundational policy document (2001) establishing the framework for building an inclusive education and training system. White Paper 6 recognises that all children can learn, that the education system must accommodate a wide diversity of learning needs, and that barriers to learning exist in the system rather than in the learner. It introduced Full-Service Schools and the SIAS process.

See also: SIAS, Full-Service School — South Africa

Hong Kong's framework for supporting students with SEN in mainstream schools. The WSA involves a three-tier support model: Tier 1 (quality teaching with differentiation for all students), Tier 2 (additional small-group support for students with persistent difficulties), and Tier 3 (intensive individual support for students with significant needs). Schools receive the Learning Support Grant to fund WSA implementation.

See also: Integrated Education — Hong Kong, SENCO — Hong Kong

A rare genetic condition caused by the deletion of approximately 26 genes on chromosome 7. Characterised by cardiovascular disease (especially supravalvular aortic stenosis), distinctive facial features, mild to moderate intellectual disability, a highly social personality, and often strong verbal and musical abilities alongside significant visual-spatial difficulties. Affects approximately 1 in 10,000 people. Children with Williams syndrome typically require tailored educational support that builds on verbal strengths while supporting mathematical and spatial learning. The Williams Syndrome Foundation (UK) provides resources for families and schools.

See also: WS, Williams-Beuren Syndrome

Trisende's employer-carer coordination product, protected under Patent GB2609675.0 (Workforce Bridge). WorkBridge™ enables employers to support employees with SEND caring responsibilities without requiring disclosure of private medical or SEND information. Key features include: Care Load Score™, Shift Shield™ scheduling protection, consent-based dependent-care signalling, and the Employer Dashboard.

See also: Workforce Bridge, Care Load Score™, Shift Shield™, Employer Dashboard

The patent name for Trisende's WorkBridge™ product. Registered patent application GB2609675.0. A privacy-preserving employment coordination system for carers and parents of children with additional needs.

See also: WorkBridge™

A widely used curriculum/framework (created by Leah Kuypers) that categorises emotional states into four colour-coded zones: Blue (low energy — sad, tired, bored), Green (calm, focused, ready to learn), Yellow (heightened energy — anxious, excited, frustrated), and Red (extreme emotions — anger, panic, elation). Used in schools across the UK, US, Australia, Canada, and increasingly worldwide, particularly with neurodiverse students. 'What zone are you in?' is now everyday classroom language in many SEND settings. The framework teaches students to identify their emotional state and choose strategies to regulate.

See also: Dysregulation / Emotional Regulation, Sensory Processing

A 'care coordinator' in Dutch-speaking schools who coordinates support for students with special educational needs — functionally similar to the UK SENCo. In Dutch mainstream schools, the zorgcoördinator (or intern begeleider / IB'er in the Netherlands) manages the school's SEN register, coordinates assessments, liaises with external services, and advises teachers. The role is well-established in everyday school vocabulary even though formal titles and job descriptions vary between the Netherlands and Flanders.

See also: SENCo, Passend Onderwijs — Netherlands