Work Experience: SEND
What is SEND?
Special Educational Needs and Disabilities (SEND) is a term used to describe the learning difficulties that children and young people have that makes it harder for them to learn than most children and young people of the same age. The SEN Code of Practice groups SEND into four categories:
- Communication and interaction, for example, speech, language and communication difficulties that make it harder to understand language and communicate well with others. Communication and interaction needs also include autism.
- Cognition and learning, for example learning more slowly than other children of the same age. This includes a range of conditions such as dyslexia, dyscalculia and dyspraxia. Children who have needs in more than one of these areas are considered to have ‘complex needs’. A child may also be described as having ‘mild’ or ‘severe’ learning difficulties depending on the degree of their needs and the impact these needs have on their lives.
- Social, emotional and mental health difficulties, for example finding it harder to manage relationships with others. SEMH can affect behaviour in many ways and can suggest underlying concerns such as anxiety or depression. Other children and young people may have disorders such as attention deficit disorder (ADD), attention deficit hyperactive disorder (ADHD) or attachment disorder.
- Sensory and/or physical needs, for example having a visual and/or hearing impairment, or physical needs that means the child or young person must have additional ongoing support and equipment.
What support do you as an employer get for supporting a young person with additional needs?
The ESCC work experience team will link you to a designated school lead that will be able to supply you with an individual profile for the student. This open relationship will ensure you are best equipped to understand the strengths of the student along with strategies for additional support.
These lists are to no extent exhaustive and should be seen as an introduction to SEND – for more information; please contact your designated school lead.
Strengths of a student with autism
- Punctual and conscientious
- May have a special talent or skill which could be nurtured in the workplace
- Often literal thinkers
Ways employers can support young people with autism
- Reduce risks in the workplace and provide visual cues
- Break down tasks into well-defined steps
- A tidy work area helps young people with ASD focus
- Where possible, reduce sound and lighting. People with autism can experience sensory overload if there is too much of either
Strengths of a student with dyslexia
- Can often have good interpersonal skills such as sensitivity and caring
- Can often think outside of the box to problem solve
- Many have long-term memory skills
Ways employers can support young people with dyslexia
- Deliver information orally and visually wherever possible
- Be patient and allow time to process and respond to instructions
- Set mini deadlines and prioritise work
Strengths of a student with ADHD (Attention Deficit Hyperactivity Disorder)
- Can often be creative and curious
- Talking to people can come easily
- Spontaneous and flexible
Ways employers can support young people with ADHD
- Supply headphones to muffle out sounds
- Structure the day so there is a clear plan to follow
- Offer a buddy system for tasks to help maintain focus
Become a ‘disability confident’ employer
Disability Confident is a government scheme that is designed to help employers recruit and retain disabled people and people with health conditions for their skills and talent.
“The simple truth is that the vast majority of employers who have hired people with learning disabilities find that the presence of an employee with a disability has had a positive impact on the productivity and profitability of their business.” British Association for Supported Employment
Futher Reading