Working with SEND Students

min read

Practical guidance on engaging with students with Special Educational Needs and Disabilities (SEND).

15% of students have SEND

1 in 6 students you'll meet

Simple adjustments help all

SEND stands for Special Educational Needs and Disabilities. It's a broad term covering many different types of additional needs:

Communication & interaction

Including autism spectrum conditions, speech and language needs

Cognition & learning

Including dyslexia, dyscalculia, moderate and severe learning difficulties

Social, emotional & mental health

Including ADHD, anxiety, attachment difficulties

Sensory and/or physical

Including visual or hearing impairments, physical disabilities

Key points to remember

SEND is a spectrum — needs vary hugely from person to person
Many students with SEND are in mainstream schools
Having SEND doesn't define what someone can achieve
Most adjustments are simple and benefit everyone

Students with SEND often face additional barriers to employment and can benefit enormously from workplace experiences:

Building confidence

Positive experiences with employers can significantly boost self-belief

Seeing possibilities

Meeting successful adults with similar conditions shows what's achievable

Developing workplace skills

Practice in real settings helps prepare for employment

Breaking stereotypes

Employers learn that SEND doesn't limit capability

Employment gap: Adults with disabilities are significantly less likely to be in employment than those without. Early positive experiences with employers can help close this gap by raising aspirations, building skills, and creating connections.

Most adjustments are simple and low-cost. Many benefit all students, not just those with SEND.

Communication

Clear instructions, one at a time
Visual supports alongside verbal
Written materials provided
Extra processing time

Environment

Quiet spaces available
Reduced stimulation
Familiar routine
Regular breaks

Activities

Smaller group sizes
Flexible tasks
Pair work for support
Hands-on learning

Physical access

Wheelchair accessible
Seating options
Sensory considerations
Accessible toilets

Tip: Many of these adjustments are good practice for all students. Clear instructions, visual aids, and regular breaks make activities better for everyone.

Every school has a Special Educational Needs Coordinator (SENCO). They're a valuable resource when planning activities.

What the SENCO can help with

Advising on adjustments needed
Providing information about students' needs (with consent)
Suggesting which students might benefit most
Helping prepare students in advance
Arranging additional support if needed

Questions to ask the school

"Are there students with additional needs I should know about?"
"What can I do to make the activity more accessible?"
"Will any students need one-to-one support?"
"Is there anything that might be difficult for any students?"

Confidentiality: Schools may not be able to share specific diagnoses without parental consent. They can still give you general guidance on what adjustments would help.

General principles

Plain language Be concrete Check understanding Be patient Stay calm

Specific situations

Autism

Be literal and direct. Some students may not pick up on social cues or sarcasm.

ADHD

Keep activities varied and engaging. Allow movement breaks.

Dyslexia

Don't ask students to read aloud. Provide information verbally as well as written.

Anxiety

Prepare students for what to expect. Avoid putting anyone on the spot.

Hearing impairment

Face the person when speaking. Reduce background noise.

The most important advice is simple: don't make assumptions about what someone can or can't do based on a label.

Helpful questions

"Is there anything that would help you get the most out of today?"
"Let me know if you need anything during the session."
"Would you prefer to [option A] or [option B]?"

What to avoid

Making assumptions about capability based on disability
Speaking to a support worker instead of the student
Being over-protective or excluding students
Using outdated or offensive language
Singling students out unnecessarily

Every student is different

Two students with the same diagnosis can have completely different needs. Students know themselves best — ask what helps them. Focus on abilities, not limitations. A diagnosis doesn't define potential.

Role models matter: If you or anyone in your team has a disability or additional need, sharing your experience can be incredibly powerful for students. Seeing successful adults with similar conditions makes a huge difference.

Remember: Students with SEND aren't looking for special treatment — they're looking for the same opportunities as everyone else, with adjustments that help them participate fully. Your willingness to make simple adjustments can open doors that might otherwise remain closed.