Special Needs Terminology: What Every Parent and Teacher Should Know

Talking about special needs can feel like learning a new language. You might hear words like "autism," "IEP" or "neurodiverse" and wonder what they really mean. Knowing the right definitions helps you communicate clearly with teachers, therapists, and other families. Below are the most common terms explained in everyday words, plus tips on how to use them respectfully.

Key Terms Explained

Autism – A developmental condition that affects how a child processes social cues, communicates, and handles sensory input. It’s a spectrum, so every autistic child is different.

ADHD (Attention‑Deficit/Hyperactivity Disorder) – A brain‑based condition where a child finds it hard to stay focused, sit still, or control impulses. It isn’t just “being naughty”; it’s a real medical diagnosis.

Dyslexia – A learning difference that makes reading, spelling, and decoding words tougher. It doesn’t affect intelligence, but it does mean the brain reads letters in a different way.

Speech Delay – When a child’s speech and language skills develop more slowly than typical. Early support, like speech therapy, can help them catch up.

Sensory Processing Disorder (SPD) – A condition where everyday sounds, textures, or lights feel overwhelming. Kids with SPD might cover their ears, avoid certain fabrics, or need extra breaks.

IEP (Individualised Education Programme) – A written plan created by the school that outlines the support a child with special needs will receive. It includes goals, accommodations, and who’s responsible for each step.

SEND (Special Educational Needs and Disabilities) – A broad term used in the UK to describe any extra learning support a child might need, from mild to severe.

Inclusion – The practice of teaching children with special needs together with their peers in a regular classroom, with the right help in place.

Neurodiverse – An umbrella word for people whose brains work differently (e.g., autism, ADHD, dyslexia). It celebrates those differences rather than labeling them as problems.

How to Talk About Special Needs Respectfully

First, use the language the child and family prefer. If a parent says "my son has autism," stick with that phrasing. Avoid terms that sound like labels, such as "autistic kid" unless the person uses it themselves.

Second, focus on the child’s abilities, not just the challenges. Instead of "He can’t sit still," try "He has a lot of energy and needs movement breaks." This shift makes it easier to discuss solutions.

Third, keep explanations short and clear when you’re speaking with young children. For example, say, "Sam needs a quiet space because loud sounds hurt his ears," rather than a long medical description.

Finally, remember that every child is unique. Even if two kids share a diagnosis, their strengths, needs, and preferred terms can differ. Ask questions, listen, and adjust your language as you learn more.

Understanding these terms doesn’t just improve communication—it builds confidence for families and creates a more inclusive environment at school and home. Keep this guide handy, and refer back whenever a new word pops up. Your willingness to learn makes a big difference in a child’s educational journey.