Definition of SEN Terms
ADHD A neurodevelopmental difference characterised by persistent patterns in attention, activity, and impulsivity. In Ireland, a diagnosis is typically made by a psychiatrist, paediatrician, or psychologist, often through CAMHS or private assessment.
AIM — Access and Inclusion Model A model of supports designed to ensure that children with diverse needs, including disabilities, can access and meaningfully participate in the Early Childhood Care and Education (ECCE) Programme. It is a child-centred model involving seven levels of support.
AS Class A special class within a mainstream primary or post-primary school specifically designed to support students on the autism spectrum. Students in Austism classes follow the standard curriculum with additional individual supports in place.
Assistive Technology Grant Funding provided to schools by the Department of Education to purchase specialist technology equipment for students with physical or communication disabilities who need it to access the curriculum. Schools apply on behalf of the child through the local SENO.
Autism Spectrum A developmental difference involving distinct ways of experiencing social interaction and communication, alongside focused interests and sensory processing differences. Every autistic person's experience is unique. Support in Irish schools is based on the individual child's needs.
CAMHS — Child and Adolescent Mental Health Services HSE-run services that provide assessment and treatment for young people and their families experiencing mental health challenges. CAMHS is a key pathway for assessment and diagnosis for children and young people up to the age of 18.
CBT — Cognitive Behavioural Therapy A type of talking therapy that helps people navigate challenges by understanding and changing patterns of thought and behaviour. It is commonly recommended by NEPS psychologists or CAMHS for children experiencing anxiety or low mood.
Continuum of Support The core framework for SEN support in all Irish schools. It is a three-level model for identifying and supporting pupils' needs: Support for All (whole-class strategies), Support for Some (School Support, small group), and Support for a Few (School Support Plus, intensive individual support).
DCA — Domiciliary Care Allowance A monthly tax-free payment from the Department of Social Protection for parents of children under 16 with a severe disability who need significantly more care than a child of the same age. Eligibility is based on the level of care needed, not on diagnosis.
DCD — Developmental Coordination Difference / Dyspraxia A common condition that affects fine and/or gross motor coordination. It can also influence planning, organisation, and speech. An Occupational Therapist often provides assessment and practical strategies to support a child with DCD in school and at home.
Differentiated Instruction A teaching approach where teachers adjust their curriculum, methods, and assessment to meet the diverse needs of all students. This is a core principle of inclusive education in Ireland and forms the first step in the Continuum of Support.
Dyscalculia A specific learning difference that affects an individual's ability to acquire arithmetical skills. This can present as a different way of processing number concepts, a less intuitive grasp of quantities, and challenges in learning number facts and procedures.
Dyslexia A specific learning difference that primarily affects the skills involved in accurate and fluent word reading and spelling. Characteristic features include differences in phonological awareness, verbal memory, and verbal processing speed. It occurs across the full range of intellectual abilities.
EPSEN — Education for Persons with Special Educational Needs Act 2004 The primary Irish legislation governing the rights of children with special educational needs to an appropriate education in an inclusive setting.
Executive Functioning A set of mental skills including working memory, flexible thinking, and self-control, which are essential for planning, focusing, and managing tasks. These skills develop differently in many neurodivergent students, including those who are autistic or have ADHD, and can be supported through targeted strategies in school and at home.
HSE — Health Service Executive Ireland's public health service, responsible for delivering health and personal social services. For families navigating SEN, the HSE provides therapy services such as OT and SLT, assessments of need, and runs services including CAMHS.
IEP — Individual Education Plan While IEP is an internationally used term, in the Irish system this document is officially called a Student Support Plan. It is a written plan created collaboratively by the school, parents, and the student, outlining needs, goals, and the supports that will be put in place.
NCCA — National Council for Curriculum and Assessment The Irish body responsible for developing the curriculum and assessment frameworks for primary and post-primary schools. All TLF Waterfall Suite planning tools are aligned with NCCA frameworks.
NCSE — National Council for Special Education The state agency responsible for planning, coordinating, and resourcing special education provision in Ireland. The NCSE oversees the allocation of SNAs, SETs, and special class placements, and employs local SENOs to support families and schools.
NEPS — National Educational Psychological Service An agency of the Department of Education that provides educational psychology services to schools. NEPS psychologists work with schools to support children with diverse learning, behavioural, and emotional needs.
OT — Occupational Therapist A health professional who works with children to support their sensory processing, motor skills, daily living skills, and executive functioning, enabling them to participate fully in school and everyday life. In the TLF Waterfall Suite, the Sensory Indicator tool is built on OT-informed principles.
Parents Notify The NCSE online system through which parents apply for a special class or special school placement for their child. Parents complete a form on ncse.ie and, if eligible, receive a letter confirming eligibility. The annual notification window typically closes in October.
RACE — Reasonable Accommodations at Certificate Examinations A scheme that allows students with special educational needs to have specific arrangements during state examinations including the Junior and Leaving Certificate. Accommodations can include extra time, a reader, a scribe, or a spelling and grammar waiver.
Relate The NCSE's regulation-first framework, which places sensory regulation at the foundation of learning for children with additional needs. Relate emphasises that a child must feel safe and regulated before they can engage meaningfully with learning. The TLF Waterfall Suite is aligned with the Relate framework.
SEN — Special Educational Needs A term used to describe any learning difference or disability that requires additional or different educational provision compared to peers of the same age. In Ireland, SEN support is delivered through the Continuum of Support framework.
SENO — Special Educational Needs Organiser A locally-based officer employed by the NCSE who acts as the key point of contact for parents and schools. The SENO supports families through the process of accessing special education resources, placements, and assessments. Finding your local SENO is one of the most important steps for any family navigating the SEN system.
Sensory Diet A personalised plan of sensory activities designed by an Occupational Therapist to provide the specific sensory input a person needs to stay focused and regulated. Activities might include movement breaks, deep pressure, or proprioceptive input — tailored to each individual child.
Sensory Processing The way the nervous system receives, organises, and responds to sensory information from the environment. Many neurodivergent children experience sensory processing differently — some may seek more sensory input, others may be sensitive to input that others barely notice. Understanding a child's sensory profile is at the heart of the TLF Sensory Indicator.
SET — Special Education Teacher A qualified teacher in an Irish school with specific responsibility for supporting students with special educational needs, working with students individually or in small groups and collaborating closely with class teachers. The SET role replaced the previous Resource Teacher and Learning Support Teacher titles.
SLT — Speech and Language Therapist A health professional who assesses and supports children with differences in speech, language, communication, and swallowing. In a school context, an SLT may work on articulation, understanding and using language, social communication, and fluency.
SNA — Special Needs Assistant A school-based support role focused on the care and wellbeing needs of students with disabilities. SNAs assist with non-teaching duties such as personal care, mobility, and safety, helping students access education. The SNA role is distinct from that of the Special Education Teacher.
SSP — Student Support Plan The official Irish document equivalent to an IEP. Created collaboratively by the school, parents, and the student where appropriate, it details the student's strengths, needs, targets, and the supports in place to meet those targets. It is reviewed regularly and is central to the Continuum of Support.
Summer Programme The Department of Education's annual Summer Education Programme, providing additional educational support during school summer holidays for children with special needs and those at risk of educational disadvantage. Both school-based and home-based options are available.
TUSLA — Child and Family Agency Ireland's Child and Family Agency, responsible for child protection and welfare services. TUSLA's Educational Welfare Officers support families where school attendance or access to education is a concern.
WISC — Wechsler Intelligence Scale for Children A common cognitive assessment used by educational psychologists to understand a child's learning profile. It provides scores across areas including verbal comprehension, visual-spatial reasoning, working memory, and processing speed, and is often part of an assessment to identify specific learning differences.