Terminology

Unfamiliar terms and words often appear in reports on assessments and in conversations with professionals. Parents may be unsure of their meaning and the implications they have for their child – here are some of the words/phrases you may encounter.

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There are 2 names in this directory beginning with the letter E.
EHCP (Education Health Care Plan)
Education health care plans become legally enforceable from September 2014. Education health care plans will be the new version of what is currently known as a statement. From 1st September 2014 no further statements will be processed, instead they will be processed as education health care plans. Parents may request assessment for an education health care plan. Over three years (until September 2017) all statements will be transferred over to education health care plans. This will be a gradual process and statements will remain legal in the meantime. The criteria for education health care plans will be the same as those for statements – specifically this is where the special educational provision necessary to meet the child or young person’s needs cannot be reasonably provided within the resources normally avail-able to mainstream schools and early years settings. Education health care plans are developed to include more aspirations of the children/young people and focus on person centred planning. Any specified and quantified Special Educational Provision in the education health care plan will have to be delivered by the local authority and can continue up until the age of 25 if a young person stays in education or training. The period for pulling together all the evidence in the application for an education health care plan is twenty weeks, at which point a decision should be given.

Expressive language
This is a term used to describe the language a child uses to express herself and her wants and needs. This can encompass the spoken sounds or words she uses as well as the signs or gestures she may use to communicate with those around her. As the child becomes a more skilled communicator and her use of expressive language increases, more areas are discussed under this heading. It is broken down into the amount of information the child tells us with what she says, the vocabulary she includes, and the grammar she has learned to use. Breaking down a child’s communication into these groups can help the people working with her focus on areas that need improvement.


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