Understanding Common SEN and Additional Learning Needs
This guide introduces Learning Support Assistants to the most common Special Educational Needs and additional learning needs encountered in education settings. It provides a practical overview of key conditions, their typical characteristics, and straightforward strategies to help you offer inclusive, confident, and person-centred support, both in the classroom and beyond.
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The most common SEN and learning differences – including autism, ADHD, SpLD, SEMH needs, sensory impairments and physical or medical needs.
How different needs may present in learning environments – understanding key traits and challenges while recognising that every learner is unique.
Practical ways to support learners effectively – simple, inclusive strategies that promote access, confidence and independence.
Understanding Common SEN and Additional Learning Needs
In education settings, Learning Support Assistants (LSAs) work with learners who have a wide variety of additional needs and learning differences. This guide introduces some of the most common types of Special Educational Needs (SEN) you may encounter, alongside practical guidance to help you provide effective, inclusive, and confident support in the classroom and beyond.
SEN and Learning Differences
Autism Spectrum Condition (ASC) OR Autism Spectrum Disorder (ASD)
Specific Learning Difficulties (SpLD)
Speech, Language & Communication Needs (SLCN)
Social, Emotional & Mental Health (SEMH) Needs
Physical Disabilities / Medical Needs)
SEN and Learning Differences
Autism Spectrum Condition (ASC) OR Autism Spectrum Disorder (ASD)
Difficulties with communication, social interaction, and flexibility; may have sensory sensitivities.
Support tips:
Use clear, consistent language and structure.
Reduce sensory overload where possible.
Allow extra time for processing or transitions.
Support tips:
Use short, clear instructions.
Allow movement breaks or use of fidget tools.
Help learners stay on task with gentle prompts and structure.
Specific Learning Difficulties (SpLD)
This includes conditions like:
Dyslexia – affects reading and spelling.
Dyspraxia – impacts coordination and organisation.
Dyscalculia – difficulties with maths and numbers.
Support tips:
Offer written instructions in accessible formats (e.g. coloured paper, simplified text).
Break tasks down and check understanding.
Encourage the use of assistive technology (e.g. read-aloud tools or spell-checkers).
Speech, Language & Communication Needs (SLCN)
Difficulties in understanding or using spoken language; may struggle with social communication.
Support tips:
Be patient and give extra timeto process language.
Use visual aids and gestures.
Check in frequently to ensure understanding.
Note: Individuals with ASD often have SLCN
May include anxiety, low self-esteem, emotional dysregulation, or behavioural challenges.
Support tips:
Build trust and positive relationships.
Stay calm and consistent.
Create safe, predictable spaces and routines.
Use de-escalation techniques where necessary.
Physical Disabilities / Medical Needs
May need support with mobility, equipment, or accessing classrooms.
Support tips:
Follow medical or care plans closely.
Promote dignity and independence wherever possible.
Liaise with medical or care staff as needed.
Specific training may be required (e.g. Epilepsy Training)
May use aids (e.g. hearing aids, screen readers), rely on lip reading or need adapted resources.
Support tips:
Ensure learners can see and hear clearly.
Use subtitles, enlarged text, or assistive software.
Always check preferred communication methods.
Consider using Makaton/BSL where appropriate.
Key traits: General difficulties with literacy, numeracy, memory, and processing.
Support tips:
Use repetition and routine.
Break down learning into small, manageable steps.
Provide lots of encouragement and praise.
You don’t need to be a specialist – you just need to care, observe and adapt.
Your support makes a real difference.
Always take a person-centered approach – needs vary significantly between individuals, even with the same diagnosis.
Work closely with tutors and the SEN/ALS team, communication is key.
Respect learners’ dignity, preferences and independence – “nothing about me, without me.”
Don’t panic if you’re unsure - ask questions, and use your team for support.