what is a statement of educational need

3: What is a Statement?

A Statement of Special Educational Needs (Statement) is a legal document which sets out a child’s educational needs and outlines how the Education Authority (EA) will meet those needs in an educational setting.

Most children’s needs can be met by their school at stages 1-3 . This is sometimes with the help of outside specialists. However, some children’s needs are significant and complex, and the necessary educational provision cannot be provided within the resources normally available to mainstream schools or your child may require a specialist setting. This is where a Statement would be required and the process of getting a statement is through a statutory assessment.

To get a Statement your child will need a Statutory Assessment  The Statutory Assessment process is at Stage 4 and a Statement is issued at Stage 5 of the Special Educational Needs framework.

Proposed or Draft Statement

After a Statutory Assessment has been carried out and the EA decides that a Statement is required, they will send you a copy of the proposed Statement so that you have an opportunity to comment on it.

Letter with the Proposed Statement

The letter with the proposed Statement will also contain copies of the professional reports they received as part of the Statutory Assessment, for example, reports from school or nursery, health trust reports and the educational psychologist report. These reports are sometimes referred to as ‘advices’.

The letter will also include a form for you to name your school of choice and comment on whether you agree with the proposed Statement. You may wish to ask for more to be added to the proposed Statement or ask for more information on the level and type of support proposed. You have 15 days to make your written comments, sometimes called ‘representations’.

Amended proposed statement

The EA may then send you either an amended proposed Statement with all or some of your requested changes

the EA will issue the final Statement with a letter explaining your right of appeal to the Special Educational Needs and Disability Tribunal (SENDIST) If you are not satisfied with the final Statement you have the right to appeal to the  SENDIST

If you would like help with a proposed statement click here for details of SENAC’s Advice and Advocacy services

What does a Statement look like?

There are six parts to a statement

Part 1 : Introduction

This part contains information on your child’s name, date of birth, home language (if not English) and religion.  This part will also detail the names and addresses of those who hold parental responsibility.

Part 2 : Special Educational Needs (Learning Difficulties)

This section includes details on each of your child’s special educational needs that have been identified during Statutory Assessment.  The advices/reports which were gathered during the assessment are attached to the back of the Statement in the appendices. It is important to check that every special educational need that is identified in the advices is included in Part 2. You can check this by underlining all the educational needs mentioned in each advice and check that these appear in Part 2, then you can move on to Part 3 and check that there is provision detailed in Part 3 to meet each of these needs.

Part 3: Special Educational Provision (Other than Placement)

This part has 3 sub-sections

• Objectives – these are the main educational and developmental goals that you want the provision to achieve.
• Educational provision – details of the educational provision that the EA considers appropriate for the difficulties described in Part 2. The provision in this section should be detailed, specific and quantified. It should set out clearly for example staffing arrangements, equipment or any modifications to the curriculum.
• Monitoring – the arrangements to monitor and review your child’s progress. This will include the preparation of an Individual Education Plan (IEP) by the class teacher and SENCo. A statement should be reviewed annually

For every need described in Part 2 there should be an objective and specified and quantified provision included in Part 3. There should be a description of all the provision to be put in place. In practice however, it is usually only where classroom assistance is offered that specific and quantified provision is detailed. Paragraph 4.21 of the Code of Practice states that “The provision set out should normally be specific, detailed and quantified (in terms, for example, of hours of ancillary or specialist teaching support.)”

Note: In regards to additional adult assistance, if your child needs a full-time one-to-one classroom assistant and/or supervisory assistance and the evidence in the advices supports this, you should request in your response to the draft that this should be written into Part 3, with the number of hours required, the level and type of assistance stated and written as one-to-one for your child alone.

The EA have a legal duty to ensure that the educational provision in Part 3 is arranged, even if some of the provision is to be provided by the school or Health Trust.

Note : It is often the case that general or vague phrases are used in Parts 2 & 3 such as ‘access to adult assistance’ or ‘autistic tendencies’. If you cannot tell from reading the Statement exactly what provision your child is being offered it will be harder to challenge.

Who decides what support is provided for my child?

The EA decides what education provision will be offered in Part 3 based on the ‘advice’ they receive from those who have contributed to the Statutory Assessment. So, it is extremely important that the evidence of need and recommendations for provision is included in the ’advices’. If it is not included you cannot request other provision, however, you can ask for further explanation and description of the specific provision included in Part 3.

You can also ask that the content of an ‘advice’ is reconsidered if you feel the EA have omitted an identified need, a recommendation or a strategy contained within an ‘advice’. If the EA agree to this it will be reflected in the final statement if not, you can appeal the contents of Part 2 and/or 3 to the SENDIST

What provision can be offered in Part 3 of a Statement? 

All needs that are detailed in Part 2 should have provision which should be specified in Part 3.

Below are some examples of commonly offered provision.  These are illustrative and are by no means an exhaustive list.  The assessment of your child may call for any number of supports not listed here:

• Placement in a specialist or small group setting.
• Adult assistance in the classroom (for example a learning support assistant or teaching assistant)
• A behaviour management programme
• Specialist teaching, especially if the teaching is required for an area of learning that no support service exists.  For example, numeracy.
• Mentor or Key Adult.
• Access to specialist services such as EA Learning Support Services (e.g. Literacy or Behaviour Support) or Health and Social Care Services (e.g. Therapies, or counselling).
• Training and expertise of staff to have knowledge and understanding of your child’s individual needs.
• Access arrangements for assessments/exams, such as extra time.
• Use of technology as an alternative way of delivering the curriculum.
• Access to a safe space or a sensory room.
• Adaptations made to the Curriculum to meet the child’s needs for example, modifications, differentiation or exemptions from subjects

Part 4:   Special Educational Provision: Placement

In a final Statement, Part 4 will name the school that the EA decide is appropriate to meet the needs of your child.  In a proposed/draft Statement, this section is left blank.  This is because parents have the right to express a preference for a school.

You can express a preference for a grant-aided mainstream or special school or make representations for a placement in any other school, such as an independent or non-grant-aided mainstream or special school

Once you express a preference for a particular school, the EA must name the school in Part 4 of the final statement unless one of the following three conditions cannot be satisfied:

• The placement must be appropriate to the child’s needs
• The child’s attendance there must be compatible with the interests of the children already in the school
• The placement is compatible with the most efficient use of resources

Can my request for a school be turned down?

Yes. If your preference is turned down the EA have a duty to demonstrate that one of the three conditions above has not been met and why your request has been refused.

You may be refused on the grounds that the class in question is deemed as full.  As children with statements are supernumerary (funded in addition to normal funding), class size cannot be the reason for refusal to place a child in the preferred setting.  If the EA feel that another class in the area can offer the same provision, it would be more compatible with efficient use of resources to send your child there.

If, however, there is no other suitable school that can offer the same provision, then the EA would have a duty to arrange suitable resources to ensure that your child’s attendance at your preferred choice would not impact the learning of the children already in that class.

Requesting a placement, or school, does not guarantee that your child will be placed there. If the EA does not name your first choice of school or if no school is named, you have the right to appeal to SENDIST.

Part 5: Non-educational needs

This part describes any non-educational needs as agreed with the health and social services and/or other agencies and the EA. Only needs that are not relevant to the education of your child should be detailed in this section. If there are needs described here that would have an impact on your child’s learning, then you should request that they are moved to Part 2

If your child has been assessed as requiring transport, this will be identified in Part 5.

Part 6: Non-educational provision

Part 6 should clearly set out any non- educational provision required to meet the non-educational needs included in Part 5. This is normally provided by health services and/or social services in response to a request from the EA. However, no-one has an enforceable legal duty to put in place the provision outlined in Part 6.

It is therefore important that all your child’s educational needs are described in Part 2 and the provision is stated in Part 3. This may include therapies such as speech and language and occupational therapy.

If relevant for your child, details of the type of transport provision will be detailed in this section.

It is important to request that any needs that could impact learning are moved from this section to the Special Educational Needs Sections (Parts 2 and 3) as the EA do not have a duty to arrange the provision listed in Parts 6. 

The only exception to this is EA transport, which is arranged by the EA’s transport office. 

Right to appeal the final Statement

If you are unhappy with the contents of your child’s final Statement (Parts 2-4 only) you have a right of appeal to SENDIST within two months of the date you received the letter sent with the final statement.

If you would like further help with appealing decisions made by the Education Authority click here for contact details of SENAC’s Appeals Service

Advice Line 028 9079 5779

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Defining and Understanding Special Education

This chapter is a concise overview of Special Education. Specific IDEA citations are included to reinforce the importance of each aspect of “Special Education” entitlement for school age students with a disability.  Throughout your program of studies towards special education teacher certification, you will explore these subtopics in depth.

Table of Contents

• Where “special education” is defined in IDEA
• Key points about “special education”

IDEA’s Exact Words

Adaptations and modifications, where is special education provided, the long story on special education.

• What does “specially designed Instruction” mean?

What’s peer-reviewed research?

• The role of states

Key Takeaway

Special education is not a place, however. It’s a set of services, which includes adapting instruction (what’s presented, how it’s presented) to address the unique needs of the child that result from the disability.

Excerpts from the Center for Parent Information and Resources (6.27.2020). Key Definitions in IDEA| Defining and Understanding Special Education, Newark, NJ, Author (2017)

Special Education

Importance of This Key Term  | As the OSEP  Dear Colleague Letter on FAPE  indicates, special education is at the core of how schools address the needs of students with disabilities and support them in achieving the annual goals stated in their IEPs as aligned with the state’s academic content standards. Accordingly, how this term is defined in law and implemented in the real world is extremely important to students, families, schools, and Parent Centers.

Where “special education” is defined in IDEA  | IDEA defines “special education” at 34 CFR §300.39, as follows:

§300.39 Special education.

(a)  General . (1) Special education means specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability, including—

(i) Instruction conducted in the classroom, in the home, in hospitals and institutions, and in other settings; and

(ii) Instruction in physical education.

(2) Special education includes each of the following, if the services otherwise meet the requirements of paragraph (a)(1) of this section—

(i) Speech-language pathology services, or any other related service, if the service is considered special education rather than a related service under State standards;

(ii) Travel training; and

(iii) Vocational education.

(b)   Individual special education terms defined .  The terms in this definition are defined as follows:

(1)  At no cost  means that all specially-designed instruction is provided without charge, but does not preclude incidental fees that are normally charged to nondisabled students or their parents as a part of the regular education program.

(2)  Physical education  means—

(i) The development of—

(A) Physical and motor fitness;

(B) Fundamental motor skills and patterns; and

(C) Skills in aquatics, dance, and individual and group games and sports (including intramural and lifetime sports); and

(ii) Includes special physical education, adapted physical education, movement education, and motor development.

(3)  Specially designed instruction  means adapting, as appropriate to the needs of an eligible child under this part, the content, methodology, or delivery of instruction—

(i) To address the unique needs of the child that result from the child’s disability; and

(ii) To ensure access of the child to the general curriculum, so that the child can meet the educational standards within the jurisdiction of the public agency that apply to all children.

(4)  Travel training  means providing instruction, as appropriate, to children with significant cognitive disabilities, and any other children with disabilities who require this instruction, to enable them to—

(i) Develop an awareness of the environment in which they live; and

(ii) Learn the skills necessary to move effectively and safely from place to place within that environment (e.g., in school, in the home, at work, and in the community).

(5)  Vocational education  means organized educational programs that are directly related to the preparation of individuals for paid or unpaid employment, or for additional preparation for a career not requiring a baccalaureate or advanced degree.

Key points about “special education”  | When you read the  Dear Colleague Letter on FAPE , you’ll notice that there are several points made about the nature of “special education.” These include that:

Special education is instruction that is  specially designed  to meet the unique needs of a child with a disability. The hallmark of special education is that it is individualized for student needs.

Special education is provided  at no cost  to parents or students.

Special education can be provided in different locations, depending on student needs. IDEA strongly prefers that students receive their special education services  in the general education classroom  with their nondisabled peers, as you can see by its  LRE provisions .

Special education is not a place, however. It’s a set of services, which includes adapting instruction (what’s presented, how it’s presented) to address the unique needs of the child that result from the disability.

Special education isn’t separated from the academic content that students are supposed to learn for their grade. It’s meant to  support  the learning of that academic conten t. That’s why IDEA emphasizes that special education needs to ensure that students with disabilities have  access to the general curriculum  that all students are expected to learn. And that’s why the  Dear Colleague Letter on FAPE  stresses the importance of aligning a student’s goals in the IEP to the academic content for that student’s enrolled grade.

Excerpts from the Center for Parent Information and Resources (6.27.2020).  Special Education, Newark, NJ, Author (2017)

It’s helpful to see IDEA’s full requirement for specifying a child’s special education in his or her IEP. This appears at §300.320(a)

(4) and stipulates that each child’s IEP must contain:

(4) A statement of the special education and related services and supplementary aids and services, based on peer-reviewed research to the extent practicable, to be provided to the child, or on behalf of the child, and a statement of the program modifications or supports for school personnel that will be provided to enable the child—

(i) To advance appropriately toward attaining the annual goals;

(ii) To be involved in and make progress in the general education curriculum in accordance with paragraph (a)(1) of this section, and to participate in extracurricular and other nonacademic activities; and

(iii) To be educated and participate with other children with disabilities and nondisabled children in the activities described in this section… [§300.320(a)(4)] In its entirety, this provision is the heart and soul, meat and potatoes, bricks and mortar (choose your analogy!) of the IEP. When taken off paper and operationalized in school, it becomes the education that a child with a disability receives. The part we’ve put in bold is the focus of this article, but you’ll want to read the next two articles as well, so you can integrate the information here about special education with what’s presented separately about related services and supplementary aids and services.

Special Education, in Brief

Special education is instruction that is specially designed to meet the unique needs of a child with a disability.  This means education that is individually developed to address a  specific   child’s needs that result from his or her disability. Since each child is unique, it is difficult to give an overall example of special education. It is individualized for each child.

Some students may be working at the pre-kindergarten grade level, others at the first, second, or third grade level. There may be students whose special education focuses primarily on speech and language development, cognitive development, or needs related to a physical or learning disability. Special education for any student can consist of:

• an individualized curriculum that is  different   from that of same-age, nondisabled peers (for example, teaching a blind student to read and write using Braille);
• the  same   (general) curriculum as that for nondisabled peers, with adaptations or modifications made for the student (for example, teaching 3rd grade math but including the use of counting tools and assistive technology for the student); and
• a combination of these elements.

It is also important to remember that the education, services, and supports outlined in a child’s IEP do not necessarily cover that child’s  entire  education.  The IEP only addresses those educational needs resulting from the child’s disability.  If a child needs special education support throughout the school day, for all activities, the IEP will cover all these needs. If the child doesn’t need special education support in one or more areas (for example, physical education, music, or science), then the IEP will not include these subjects. The child accesses them through the general curriculum/ class, with no additional special education services.

The individualization of instruction is an important part of special education. Instruction and schoolwork are tailored to the needs of the child. Sometimes a student may need to have changes made in class work or routines because of his or her disability. Modifications can be made to:

• what   a child is taught, and/or
• how  a child works at school.

Sometimes people get confused about what it means to have a  modification  and what it means to have an  accommodation . Usually a  modification   means a  change in what is being taught to or expected from the student . Making an assignment easier so the student is not doing the same level of work as other students is an example of a modification. An  accommodation  is a change that helps a student overcome or work around the disability . Allowing a student who has trouble writing to give his answers orally is an example of an accommodation. This student is still expected to know the same material and answer the same questions as fully as the other students, but he doesn’t have to write his answers to show that he knows the information.

What is most important to know about modifications and accommodations is that both are meant to help a child to learn. For example:

Jack is an 8th grade student who has learning disabilities in reading and writing. He is in a regular 8th grade class that is team-taught by a general education teacher and a special education teacher. Modifications and accommodations provided for Jack’s daily school routine (and when he takes state or district-wide tests) include the following:

• Jack will have shorter reading and writing assignments.
• Jack’s textbooks will be based upon the 8th grade curriculum but at his independent reading level (4th grade).
• Jack will have test questions read/explained to him, when he asks.

Modifications or accommodations are most often made in the following areas:

Scheduling . For example:

• giving the student extra time to complete assignments or tests
• breaking up testing over several days

Setting . For example:

• working in a small group
• working one-on-one with the teacher

Materials . For example:

• providing audiotaped lectures or books
• giving copies of teacher’s lecture notes
• using large print books, Braille, or books on CD (digital text)

Instruction . For example:

• reducing the difficulty of assignments
• reducing the reading level
• using a student/peer tutor

Student  Response . For example:

• allowing answers to be given orally or dictated
• using a word processor for written work
• using sign language, a communication device, Braille, or native language if it is not English.

Special education instruction can be provided in a number of settings , such as: in the classroom, in the home, in hospitals and institutions, and in other settings (§300.26). Schools must ensure that a  continuum of alternative placements  is available to meet the needs of children with disabilities. This continuum must include the placements just mentioned (instruction in regular classes, special classes, special schools, home instruction, and instruction in hospitals and institutions). Unless a child’s IEP requires some other arrangement, the child must be educated in the school he or she would attend if he or she did not have a disability [§300.116(c)].

Special education instruction must be provided to students with disabilities in what is known as the  least restrictive environment , or LRE. IDEA includes provisions that ensure that children with disabilities are educated with nondisabled children, to the maximum extent appropriate. Each state must also ensure that special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily [§300.114(a)(2)(ii)].

Of course, there’s much more to special education than the short summary above. For those of you that want the nitty-gritty, detailed, full picture of special education, here it comes. Keep reading.

Defining special education

Special education.  Sometimes, when the term is used, it means “special education” as defined by IDEA at §300.39, and other times it’s a reference to the field at large—teachers, offices, knowledge base, professional practice, the system.

However, when IDEA uses the term, its meaning is  never  mixed or ambiguous. Every single time “special education” is used in the law and the final Part B regulations, its meaning is the same—the definition below.

§300.39  Special education.

(a)  General . (1)  Special education  means specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability, including—

(2)  Special education  includes each of the following, if the services otherwise meet the requirements of paragraph (a)(1) of this section—

And that’s just the “general” part of the definition! The next part is called “ individual special education terms defined ,” where the definition goes on to define:

• at no cost;
• physical education;
• specially designed instruction;
• travel training; and
• vocational education.

Happily, the 20 opening words of special education’s definition—specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability—contain the  core  of the term’s meaning. You’ll see we’ve used those 20 words in the short story of special education. The 362 other words in the definition (which includes the definitions of the individual terms), while still very critical, add detail to that core and further clarify it.

When an abbreviated definition of the term  special education  is called for, you’re most likely to hear its core: “ Special education is specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability. ”

In the definition’s full form, examples roll out and take away gray areas about the some of the scope and substance of special education. Special education can be, for example:

• travel training (which has its own definition);
• vocational education (also defined on its own); and
• services that may be listed in IDEA as a related service but that a state may consider as special education—which makes them “special education” in that state.

As you can see from IDEA’s definition of special education, it can also occur in a variety of settings: in the classroom, in a home, in a hospital or institution, and in other settings. This is why you might also hear that “special education is not a place.” It’s not.  Where  it is provided for a specific child with a disability will depend on that child’s unique needs as determined by the group of individuals (which includes the parents) that makes the placement decision.

So what does “specially designed instruction” mean?

Given the importance of “specially designed instruction” in the core of special education’s definition, it’s useful to take a closer look at how  that  term is defined:

(ii) To ensure access of the child to the general curriculum, so that the child can meet the educational standards within the jurisdiction of the public agency that apply to all children. [§300.39(b)(3)]

Thus, as part of designing the instruction to fit the needs of a specific child, adaptations may be made in the content, methodology, or delivery of instruction. This is a strong point of pride within the special education field and a considerable accomplishment that’s come from 30 years of practice: the individualization of instruction.

As the provisions above show, adaptations can take many forms in response to the child’s needs; the field is replete with guidance on this critical part of special education.

Time for another definition–not more from “special education” but, rather, from where this article began–the statement of special education that’s required in the IEP. If you look back up, you’ll see that the special education a child receives must be “based on peer-reviewed research to the extent practicable” [§300.320(a)(4)].  What might that mean?

With the passage of the 2004 Amendments to IDEA, some new terms and concepts became part of the IEP process. One such is peer-reviewed research. The term is not formally defined in the IDEA, but the Department of Education’s discussion in the Analysis of Comments and Changes may be helpful in understanding the term’s general meaning and why no formal definition was included in the regulations:

“ Peer-reviewed research ” generally refers to research that is reviewed by qualified and independent reviewers to ensure that the quality of the information meets the standards of the field before the research is published. However, there is no single definition of “peer reviewed research”’ because the review process varies depending on the type of information to be reviewed. (71 Fed. Reg. at 46664)

The term is used in conjunction with the phrase “to the extent practicable.” To better understand what this means and how IEP teams are to apply peer-reviewed research in their selection of services to be provided to a child with a disability, you may find the Department of Education’s comments helpful.

States, school districts, and school personnel must…select and use methods that research has shown to be effective, to the extent that methods based on peer-reviewed research are available. This does not mean that the service with the greatest body of research is the service necessarily required for a child to receive FAPE. Likewise, there is nothing in the Act to suggest that the failure of a public agency to provide services based on peer-reviewed research would automatically result in a denial of FAPE. The final decision about the special education and related services, and supplementary aids and services that are to be provided to a child must be made by the child’s IEP Team based on the child’s individual needs. (71 Fed. Reg. at 46665)

The role of states in determining what special education is

This discussion of special education as a term brings to mind how it is also a  process , a  system . IDEA may define the term and establish rigorous standards for its implementation, but how special education unfolds in schools is very much a state and local matter. Education is traditionally a state responsibility, with each state vested with the authority to determine its own policies within the parameters of federal requirements. This is one reason why  it’s so critical to know your state’s specific special education policies  and requirements.

So—–where to look for that information?

The best place is to connect with the agency responsible in your state for overseeing special education in the state. That is most likely your state’s Department of Education —or Department of Special Education. Names will vary from state to state, of course.

Center for Parent Information and Resources (6.27.2020). Key Definitions in IDEA| Defining and Understanding Special Education, Newark, NJ, Author (2017)

The Roles and Responsibilities of the Special Educator Copyright © by Paula Lombardi is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Extra help at school in Northern Ireland  Advice & Support for:

Statement of special educational needs.

Most children's special educational needs (SEN) can be met by their school, sometimes with the help of outside specialists. Schools  have funding to support children through school-based help at stages 1-3 of the five possible stages that set out the way help might be provided to children with SEN. 

However, in some cases the education authority (EA) will need to make a statutory assessment of your child's educational needs. This is known as stage 4. After the statutory assessment, the EA may decide that your child needs special help that can’t be met from within the school’s resources.  

In these cases, they must write a statement of special educational needs (often simply referred to as 'a statement'), which is stage 5.  Here we talk about proposed statements and what should be included a final statement of SEN.  

Proposed statements of special educational needs (SEN) 

When the EA writes a statement they will first send you a copy of the 'proposed statement'. This is so that you have the chance to comment on it.    Along with the proposed statement, the EA will send you copies of all the professional reports which were prepared during the statutory assessment. For example, these could be from your child's school or nursery, educational psychologist, health trust, etc.     You have the right to ask the EA to arrange a meeting with a relevant professional to discuss these reports, or 'advices'. You can also ask for a meeting with an EA officer to talk about the contents of the proposed statement.    The EA should send you a letter with the proposed statement which tells you that you have 15 days to make comments or request a meeting with an EA officer, this is known as making representations.    A meeting can take place after the 15-day period, it is a good idea to take a friend, relative or adviser with you.  You will have a further 15 day period after your meeting to make representations on the contents of the statement.   

Meetings with EA officers can be repeated. Following the meeting, an 'amended proposed statement' may be produced. Alternatively, the EA may finalise the statement, sending the final statement to you with a letter explaining your right of appeal to the  Special Educational Needs and Disability Tribunal (SENDIST) if you disagree with the statement.  

You may also want to consider contacting the  Dispute Avoidance and Resolution Service (DARS) .  

If when you first receive the proposed statement you either do nothing or write back accepting it, the EA will send you a final statement and inform you of your right to appeal.  

The EA should make every effort to make sure that you are happy with the proposed statement and that, as far as possible, your child’s views are reflected and they understand the reasons for the proposals.  

Special education provision must be provided from the date the final statement is made.  

What should the statement contain? 

The statement must contain six parts: 

Part 1 

Part 1 is a standard introduction that provides details of your child's name, address, etc and those of the child's parent or person responsible for them. 

Part 2 

Part 2 should describe what your child can and can’t do clearly and thoroughly, including your child's educational needs and current difficulties. It should set out the nature and severity of these and how they might affect their ability to learn in the classroom. Part 2 should be set out so that it relates directly to the description of provision in Part 3.    You might wish to check that all your child's educational needs are identified in Part 2 of the statement. You can do this by looking closely at all the professional reports (or advice) which formed part of the  statutory assessment . Make a copy of each report and highlight the educational needs mentioned, then check that these are all in Part 2 of the statement.  By ensuring that all your child’s special educational needs are mentioned in Part 2, you can follow through in Part 3 to check that all of these needs are met by special educational provision.   

It is important to try and avoid any vague descriptions in the statement. For example 'autistic tendencies' can be a description that makes it difficult to plan appropriate provision for your child.    Autistic children sometimes have related conditions such as attention deficit hyperactivity disorder (ADHD).  These also need to be identified in Part 2 of the statement. 

Children with autism are likely to have difficutlies in the following categories: 

• social communication 
• social interaction 
• sequencing and planning 

Look for the following points in the professional advice or reports and make sure they appear in Part 2 of your child's statement if appropriate to them. 

Communication needs

• difficulties with paying attention, processing, understanding or using language (receptive and expressive) 
• literal interpretation of instructions.  

Social needs

• demonstrating impulsive behaviour 
• acting inappropriately with peers. 

Information processing, sensory sensitivities and transition

• planning and organising work/timetable/homework 
• forming concepts and understanding abstract ideas such as creative writing 
• predicting and anticipating events, especially consequences of their actions 
• processing spoken information, needing more time or visual supports to help 
• differentiating between relevant and background information 
• finding noisy and busy environments distressing due to sensory differences 
• finding change difficult, needing a lot of structure where activities must have a clear beginning, middle and end. 

Behaviour difficulties

Autistic children may find it difficult to manage their behaviour for the following reasons: 

• lack of understanding of social rules and skills 
• confusion and fear of unexpected events 
• not being able to spend time on their intense interest or follow their repetitive behaviour and routines.  

They may make inappropriate attempts to control their environment, as this can help lessen their anxiety.  

Other difficulties

If your child has attention deficit disorder (ADD) or attention deficit hyperactivity disorder (ADHD) they will find it difficult to focus. If they have dyspraxia they may have difficulties with co-ordination, from catching a ball (gross motor skills) to holding a pen (fine motor skills). 

This is not an exhaustive list of the difficulties autistic children may have, so read Part 2 of the statement carefully to make sure that all your child's needs are included. 

Part 3 

Part 3 of a statement must specify (ie set out clearly and thoroughly) all the educational provision to be made by the EA to meet your child's SEN. Part 3 of the statement is in three sections as follows: 

The first section in Part 3 sets out the main educational and developmental long-term objectives to be achieved by the  provision. These  should directly relate to the learning needs described in Part 2. 

Educational provision

This is the most important section of Part 3 and it should specify all the special educational provision that the EA considers appropriate for all the learning difficulties detailed in Part 2. The provision in this part of the statement should be specific, detailed and quantified. In particular it should specify: 

• appropriate facilities and equipment, staffing arrangements and curriculum 
• appropriate modifications to the Northern Ireland curriculum, or any appropriate exclusions from the Northern Ireland curriculum, These should  detail  how your child will continue to get a balanced and broadly based curriculum. 

Where a residential placement is considered appropriate, this should also be recorded here. 

Using all the advice received and what has been outlined in Part 2 of the statement, you should check whether the following have been included in Part 3 (if considered appropriate for your child): 

• frequent, supervised small group activities 
• a programme for personal and social development 
• a behaviour management programme 
• additional supervision to help your child stay on task (for example a learning support assistant or teaching assistant) 
• access to additional special needs support to cover unstructured times of the school day 
• a language programme to be developed by a speech and language therapist or direct input from a speech and language therapist 
• a teacher and/or learning support assistant with a qualification and/or experience in teaching and supporting children with an ASD 
• a learning support assistant to help in delivering a modified curriculum 
• opportunities to develop social skills 
• a distraction-free environment 
• an individual programme to develop language and communication skills 
• an individual programme to develop social skills 
• structured tasks and routines 
• visual prompts and a visual timetable 
• clear, unambiguous instructions at all times. 

This list is not definitive but gives an indication of the kinds of provision your child might need. Always try and make sure that the provision listed in a statement is as specific, detailed and quantified as possible. Ask yourself: 

• Who will provide the provision? 
• How will it be provided? 
• When will it be provided? 
• How often and for how long? eg how many hours per week/how many sessions per week 

Part 3 should be comprehensive and specify all the educational provision to meet each of your child's needs. Some of the provision will be made by the EA, some by your child's school from its own resources, and some may be made by health services and/or social services.  

The EA has a legal duty to make sure that the educational provision in the statement is delivered, no matter who actually delivers it. This is unless the EA is satisfied the parents have themselves made suitable arrangements. 

The final section of Part 3 sets out the arrangements that will be made to monitor and review your child's progress, including the preparation of an Individual Education Plan (IEP) for your child. An IEP should be prepared within 2 months and you, your child and anyone else involved in their education and care should be involved.  

Make sure that this section also specifies who will be involved in the monitoring and reviewing process and states how often the statement will be reviewed. A statement of special educational needs should be reviewed annually.  

Part 4 

Part 4 details the placement, that is, a type of school, the name of a school or nursery, or any provision for home education (also known as 'education otherwise'). 

In a proposed or proposed amended statement this section should be blank. Once you receive a proposed statement, you can express a preference for a grant-aided mainstream or special school or make representations for a placement in any other school, such as an independent or non-grant-aided mainstream or special school. 

Generally, children will be educated in mainstream schools unless it is not appropriate to your child’s needs, not compatible with the interests of the other pupils at the school or it is an inefficient use of the EA’s resources.  

Requesting a placement is not a guarantee that your child will be placed there. If the EA does not name your first choice of school or if no school is named you have the right to appeal to SENDIST.  

Read more about choosing a school in Northern Ireland.  

Part 5 

Part 5 of the statement describes any non-educational needs your child has, as agreed between the EA, health services, social services and/or other agencies. This part of the statement is not legally binding and it is not possible to appeal to SENDIST about its contents.     

If your child has health needs that can be categorised as educational in nature, they should be placed in Part 2 of the statement which is legally binding.  This may for example be  speech and language therapy and/or occupational therapy, where they are required to ensure access to the curriculum.   

Part 6 

Part 6 of the statement describes how your child will get help to meet the non-educational needs in Part 5.    While the EA must arrange all the special educational provision that it outlined in Part 3 of the statement, the provision outlined in Part 6 is described as non-educational. This is normally provided by health services and/or social services in response to a request from the EA. However, no-one has a legal duty to put the provision outlined in Part 6 in place. 

It is therefore important that all your child’s educational needs are described in Part 2 with the provision stated in Part 3. This would normally include therapies such as speech and language and occupational therapy. 

The parental and professional advices sought during the statutory assessment process will be attached to the statement in the form of appendices.    Timescales from statutory assessment to statement 

• EA receives request for statutory assessment - six weeks to make decision  
• EA decides not to assess - writes to parents with right to appeal, or 
• EA decides to assess 
• EA seeks advice from parents and a range of professionals within ten weeks (unless in exceptional circumstances) 
• EA decides whether or not to make a statement within two weeks of receiving all advices 
• EA decides not to make a statement - writes to parents with information about their right of appeal, or 
• EA decides to make a statement and issues a proposed statement 
• EA has eight weeks to make a final statement 
• total time: 26 weeks. 

If you are still unhappy with the contents (Parts 2-4 only) of your child's final statement, you have a right of appeal to SENDIST within two months of the receipt of the letter accompanying the final statement. You may wish to contact our Tribunal Support Line on 0808 400 4102 (press option 6) for help. You may also want to approach DARS.

Useful  reading 

• Code of practice on the identification and assessment of special educational needs . Department of Education (1998).  
• Supplement to the code of practice.  Department of Education (2005).  
• Special Educational Needs: A guide for Parents.  Department of Education (1997).   

Useful contacts 

• Special Educational Needs and Disability Tribunal  (SENDIST)  
•   Dispute Avoidance and Resolution Service (DARS)

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Last reviewed and updated on 16 September 2020

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Special educational needs: statements

A statement of special educational needs sets out your child's needs and the help they should have. It is reviewed every year to make sure that any extra support given meets your child's needs.

Statements - setting out your child's needs

Once the Education Authority (EA) in your region has assessed your child, they can decide to record the information they have in a statement of special educational needs.

This statement describes your child's needs and the special help they should receive. The EA usually makes a statement if they think your child's school cannot provide this help. 

The EA should write and tell you whether they are going to write a statement within 12 weeks of beginning the assessment.

• Special educational needs: assessments  

What's in a statement of special educational needs

A statement of special educational needs has six parts:

• general information about your child and the advice the EA received from the assessment
• a description of your child's needs following the assessment
• the special help to be given for your child's needs
• the type and name of the school your child should go to and any arrangements out of school hours or off school premises
• any non-educational needs your child has
• how your child will get help to meet any non-educational needs

You are sent a draft before the EA writes a final statement. It will be complete except for part four which is left blank so that you can say what educational provision you want for your child.

Commenting on a statement

You have time to review the draft statement and have the right to disagree with its contents. You have 15 days to comment and to say which school you want your child to go to.

You can also ask for a meeting with the EA and you have another 15 days to ask for more meetings after that. Within 15 days of your last meeting, you can send in any more comments.

If you would like more time to comment, you should talk to the officer at the EA who is dealing with your child's case.

The EA must make the final statement within eight weeks of the draft statement. They'll send you a copy with part four filled in with the name of a school.

• Special educational needs: choosing a school  

If you disagree with the statement

If you disagree with the statement, first speak to the EA officer dealing with your child's case. You might also find it helpful to contact the Special Education, Disputes Avoidance and Resolution Service (DARS) which can provide neutral advice and support.

You also have a right to appeal to the Special Educational Needs and Disability Tribunal.

You can still appeal to the tribunal even if you are trying to sort out disagreements informally with the EA.

• Support for special educational needs
• Special Educational Needs and Disability Tribunal

Annual review and meeting

The EA in your region must review your child's statement at least once a year, checking your child's progress and making sure that the statement continues to meet their needs. Your child's school will invite you to a meeting and ask you to send in your views on your child's progress over the past year.

The review meeting looks at written reports and at your child's statement to see if it needs changing in any way. You can take a friend or an independent adult and your child should be able to come to at least part of the meeting.

After the meeting, the school should send you a copy of its report. The headteacher also sends a report to the EA recommending any agreed changes.

This must be within ten working days of the annual review meeting, or by the end of term, whichever is sooner. The EA may then decide to make changes to your child's statement.

• Special educational needs: changing a statement  

More useful links

• Identifying special educational needs in children under five
• Getting help for children under five with special educational needs
• Special educational needs - a guide for parents

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Understanding: What is a Statement of Educational Needs?

Table of Contents

A Statement of Educational Needs, also known as a Statement of Special Educational Needs, is a legal document that outlines a child’s educational requirements and how they will be met by the Education Authority (EA). It is necessary when a child’s needs cannot be adequately addressed within the resources available to mainstream schools. The process of obtaining a statement involves a statutory assessment, with the statement being issued at Stage 5 of the Special Educational Needs framework.

Key Takeaways

• A Statement of Educational Needs is a legal document that outlines a child’s educational requirements.
• It is necessary when a child’s needs cannot be adequately addressed within mainstream schools.
• The process of obtaining a statement involves a statutory assessment.
• The statement is issued at Stage 5 of the Special Educational Needs framework.
• It is crucial for parents to actively participate in the process and advocate for their child’s needs.

Obtaining a Statement: The Process

Obtaining a Statement of Educational Needs is a critical step in ensuring that children with special educational requirements receive the necessary support for their learning journey. The process begins with a Statutory Assessment conducted by the Education Authority (EA). If the assessment determines that a statement is necessary, the EA will send a proposed Statement to the child’s parents, along with professional reports received during the assessment.

Parents play a significant role in this process as they have the opportunity to review the proposed Statement and provide their comments, suggesting changes or additional information. The EA will then consider these comments and may send an amended proposed Statement or issue the final Statement. It is important for parents to actively participate in this stage, as their input is crucial in ensuring that the statement accurately reflects their child’s needs and recommended provisions.

If parents are not satisfied with the final Statement, they have the right to appeal to the Special Educational Needs and Disability Tribunal (SENDIST). This independent body reviews appeals related to special educational needs and ensures that the child’s educational requirements are properly addressed. By actively engaging in the process and advocating for their child, parents can create an effective Statement of Educational Needs that provides the necessary support for their child’s unique requirements.

Importance of a Statement of Educational Needs

• Ensures that a child’s educational requirements are properly identified and addressed
• Provides a legal document outlining the child’s needs and required provisions
• Guides the Education Authority in determining the appropriate educational placement for the child
• Enables parents to actively participate in the process and advocate for their child’s needs
• Serves as a foundation for creating an individualized education program tailored to the child’s requirements

Components of a Statement of Educational Needs

A Statement of Educational Needs consists of six essential components that provide comprehensive information about a child’s unique educational requirements. Each part plays a crucial role in ensuring that the child receives the appropriate support and provision to enhance their learning experience. Let’s take a closer look at these components:

Part 1: Basic Information

This part includes essential details about the child, such as their name, date of birth, and contact information. It sets the foundation for the rest of the statement.

Part 2: Identified Special Educational Needs

In this section, the statement outlines the child’s identified special educational needs. It includes information from professional reports and assessments conducted during the statutory assessment process.

Part 3: Special Educational Provision

Part 3 specifies the special educational provision required to meet the child’s needs. It includes objectives, educational provision strategies, and how the child’s progress will be monitored and evaluated.

Part 4: Placement

This part addresses the placement of the child and identifies the school or setting that is deemed appropriate to meet their educational needs. It ensures that the child is placed in an environment that can properly support their development and learning.

Part 5: Non-Educational Needs

Part 5 describes any non-educational needs the child may have, such as health or social care needs. It ensures that all aspects of the child’s well-being are taken into consideration when planning their education.

Part 6: Help and Support

Part 6 outlines the specific help and support the child will receive to address their non-educational needs. It ensures that the child has access to the necessary resources and assistance to thrive in their educational environment.

By including these components in a Statement of Educational Needs, parents, educators, and professionals can work together to provide the best possible support for children with unique educational requirements.

The Role of the Education Authority in Determining Support

The Education Authority (EA) plays a crucial role in determining the support outlined in the Statement of Educational Needs. As part of the assessment process, the EA reviews the advice and recommendations provided by professionals to decide on the appropriate educational provisions for the child. It is essential for parents to ensure that all their child’s needs and recommended provisions are included in the advice to the EA. This includes any specialist services, accommodations, or adaptations that may be necessary to meet their educational requirements.

If parents believe that an identified need or recommended strategy has been omitted, they have the right to request a reconsideration from the EA. The EA must then either include the requested changes in the final Statement or provide a detailed explanation for their refusal. This ensures that the child’s unique needs are properly considered and addressed in the statement.

In addition, parents have the right to express a preference for a specific school placement in the statement. The EA must consider that preference, unless there are specific conditions related to the child’s needs, compatibility with existing students, or efficient use of resources that cannot be met. This allows parents to have a say in the educational environment that they believe will best meet their child’s needs.

Ensuring Comprehensive Support

It is important for parents to actively participate in the process of determining support in the Statement of Educational Needs. This includes providing input during the assessment, reviewing the proposed statement, and requesting any necessary changes or additions. By actively engaging in this process, parents can help ensure that their child receives the comprehensive support they need to thrive academically and socially.

Appealing the Decision

If parents are not satisfied with the final Statement, they have the right to appeal to the Special Educational Needs and Disability Tribunal (SENDIST). The SENDIST is an independent body that reviews appeals related to special educational needs. This provides an avenue for parents to seek further consideration and potentially have the statement adjusted to better meet their child’s needs. It is important for parents to be aware of their rights and options throughout the process to advocate effectively for their child’s education.

Evaluating Educational Needs and Writing an Educational Needs Statement

When creating a Statement of Educational Needs, it is crucial to carefully evaluate the child’s educational needs. This process involves gathering information from various sources, including assessments, observations, and input from teachers and parents. By thoroughly identifying the child’s strengths, weaknesses, and specific learning requirements, the statement can effectively outline the necessary support.

One important aspect of evaluating educational needs is considering the child’s academic performance and progress. This includes analyzing their achievement levels, any learning difficulties or disabilities, and their response to different teaching strategies. Additionally, it is essential to assess their social and emotional needs, as these factors can significantly impact their learning experience.

Writing an educational needs statement involves clearly articulating the identified needs and outlining relevant strategies and interventions. It is essential to use specific and measurable language to describe the necessary provisions and support. Including detailed information about the child’s individualized learning goals, recommended interventions, and expected outcomes increases the statement’s effectiveness and provides a comprehensive guide for educators and support staff.

Identifying Educational Needs

• Review relevant assessments, reports, and evaluations
• Consider input from parents, teachers, and other professionals
• Identify any learning difficulties or disabilities
• Assess the child’s academic, social, and emotional needs

Writing an Educational Needs Statement

• Outline the child’s individualized goals and objectives
• Specify recommended interventions and support strategies
• Include measurable outcomes and progress monitoring methods
• Use clear and concise language

By carefully evaluating and clearly articulating the child’s educational needs in the statement, educators can provide targeted and effective support to help the child reach their full potential.

Decisions regarding Placement in a Statement of Educational Needs

When it comes to a Statement of Educational Needs, one crucial decision is the placement of the child. The Education Authority (EA) is responsible for determining the most appropriate educational setting that can effectively meet the child’s needs. In the final Statement, the EA names the school or setting they deem suitable based on the assessment and recommendations. However, parents have the right to express a preference for a specific school, whether it is a grant-aided mainstream or special school.

It is important to note that the EA must consider the parent’s preference unless certain conditions related to the child’s needs, compatibility with existing students, or efficient use of resources cannot be met. If the preferred school is not named in the final Statement, parents can appeal to the Special Educational Needs and Disability Tribunal (SENDIST). The SENDIST is an independent body that reviews appeals related to special educational needs.

In summary, while the EA has the authority to determine the placement in a Statement of Educational Needs, parents have the right to express their preference for a specific school. This ensures that parents have a say in their child’s educational journey and can advocate for an environment they believe will provide the best support. The appeal process through the SENDIST offers a means to address any concerns or disagreements regarding the placement decision.

• Part 1: Basic Information – Includes the child’s name and date of birth.
• Part 2: Special Educational Needs – Outlines the child’s identified needs and the advice and reports received during the assessment.
• Part 3: Special Educational Provision – Specifies the objectives, educational provision, and monitoring of progress.
• Part 4: Placement – Names the school or setting deemed appropriate to meet the child’s needs.
• Part 5: Non-Educational Needs – Describes any non-educational needs the child may have.
• Part 6: Support – Outlines how the child will receive help to meet their needs.

These components work together to provide a comprehensive understanding of the child’s needs and the necessary provisions to support their education. A detailed and specific statement ensures that the child receives the appropriate support and accommodations to enhance their learning experience.

Review and Appeals for a Statement of Educational Needs

A Statement of Educational Needs is a legal document that outlines a child’s educational requirements and how they will be met by the Education Authority (EA). However, it is important to note that the statement is not set in stone. It must be reviewed annually to ensure that it continues to meet the child’s evolving needs.

During the review process, a meeting is held where the child’s progress and the effectiveness of the statement are assessed. Parents are invited to attend this meeting and provide their views on their child’s progress. It is important for parents to actively participate in this process as they play a vital role in advocating for their child’s educational needs.

After the meeting, a report is sent to the EA by the school, recommending any necessary changes to the statement. If parents disagree with the final decision, they have the right to appeal the contents of the statement. The appeals are heard by the Special Educational Needs and Disability Tribunal (SENDIST), an independent body that ensures fair and impartial decisions related to special educational needs.

In addition to the review process, the Education Authority (EA) also determines the placement of the child as part of the Statement of Educational Needs. The EA names the school or setting that they deem appropriate in the final statement. However, parents have the right to express a preference for a specific school, whether it is a grant-aided mainstream or special school.

If the preferred school is not named in the final statement, parents can appeal to the SENDIST. The SENDIST will review the case and make a decision based on the child’s needs and the available resources. It is important to note that the SENDIST’s decision is final and binding.

Overall, the review and appeals process provides an opportunity for parents to ensure that their child’s educational needs are being met effectively. It allows for regular assessment of the statement’s effectiveness and the ability to make necessary changes when required.

Statements of Educational Needs in Wales

In Wales, the process of supporting children with special educational needs has undergone a transformation. Rather than using the traditional Statement of Educational Needs, Wales now implements Education Health and Care Plans (EHCPs). These plans serve the same purpose as statements, providing a legal document outlining a child’s unique educational needs, required provision, and recommended educational placement. The local authority is responsible for conducting a statutory assessment to determine if an EHCP is necessary for a child.

Similar to statements, EHCPs should provide sufficient detail about the support required to meet the child’s needs. It is essential for parents to actively participate in the assessment and planning process to ensure their child’s needs are accurately identified and addressed. If parents encounter difficulties in obtaining an EHCP or have concerns about the process, seeking advice on special educational needs law can be beneficial.

Understanding the shift from statements to EHCPs in Wales is crucial for parents and professionals involved in supporting children with special educational needs. By grasping the new system, individuals can effectively navigate the assessment and planning process, advocating for the necessary provisions to enhance a child’s educational journey.

Key Takeaways:

• Wales has replaced the traditional Statement of Educational Needs with Education Health and Care Plans (EHCPs).
• EHCPs serve the same purpose as statements, outlining a child’s special educational needs and required provision.
• The local authority is responsible for conducting a statutory assessment to determine if an EHCP is necessary.
• Parents should actively participate in the assessment and planning process to ensure accurate identification and support for their child’s needs.
• Seeking advice on special educational needs law can be helpful if difficulties arise during the EHCP process.

A Statement of Educational Needs is a crucial document for creating an effective educational plan tailored to meet the unique requirements of children. This legal document ensures that their educational needs and provisions are properly identified and addressed within the education system. The process of writing an educational needs statement involves a thorough assessment and collaboration with the Education Authority (EA) to develop a comprehensive plan.

When writing an educational needs statement, it is essential to be specific, detailed, and quantified in describing the child’s needs and the corresponding provisions. This level of detail helps ensure that the child receives the necessary support to enhance their learning experience. Parents should actively participate in the process, providing input and requesting any necessary amendments to ensure the statement accurately reflects their child’s requirements.

If parents are not satisfied with the final Statement of Educational Needs, they have the right to appeal to the Special Educational Needs and Disability Tribunal (SENDIST). This independent body reviews appeals related to special educational needs and ensures that the child’s best interests are considered. Seeking expert advice on special educational needs law can also help parents navigate the process and advocate effectively for their child’s needs.

To learn more about creating an effective statement of educational needs and understanding the education system, visit Exquisitive Education. Our website provides valuable resources and guidance to help parents and educators support children with unique educational requirements.

What is a Statement of Educational Needs?

A Statement of Educational Needs, also known as a Statement of Special Educational Needs, is a legal document that outlines a child’s educational requirements and how they will be met by the Education Authority (EA).

How do I obtain a Statement of Educational Needs?

To obtain a Statement of Educational Needs, a child must undergo a Statutory Assessment, which is carried out by the EA. If the assessment determines that a statement is necessary, the EA will send a proposed Statement to the child’s parents, along with professional reports received during the assessment.

What are the components of a Statement of Educational Needs?

A Statement of Educational Needs consists of six parts, including basic information about the child, the child’s identified special educational needs, the special educational provision, the placement of the child, non-educational needs, and how the child will receive help to meet those needs.

What is the role of the Education Authority in determining support?

The Education Authority (EA) reviews the advice and recommendations provided during the assessment process to decide on the appropriate educational provision for the child.

What should be included in the provision and support in a Statement of Educational Needs?

The provision and support in a Statement of Educational Needs can include placement in a specialist or small group setting, adult assistance in the classroom, behavior management programs, specialist teaching, access to specialist services, training and expertise of staff, access arrangements for assessments, and adaptations to the curriculum.

How are decisions regarding placement made in a Statement of Educational Needs?

The Education Authority (EA) decides on the placement of the child as part of the Statement of Educational Needs. In a final Statement, the EA names the school or setting that they deem appropriate. However, parents have the right to express a preference for a specific school.

How often is a Statement of Educational Needs reviewed?

A Statement of Educational Needs must be reviewed annually by the Education Authority (EA) to ensure that it continues to meet the child’s needs. A review meeting is conducted, during which the child’s progress and the statement’s effectiveness are assessed.

Are Statements of Educational Needs available in Wales?

In Wales, Statements of Educational Needs have been replaced by Education Health and Care Plans.

Why are Statements of Educational Needs important?

Statements of Educational Needs are crucial documents for children with unique educational requirements. They ensure that their needs are properly identified and addressed within the education system.

About The Author

Ethan Emerson

Ethan Emerson is a passionate author and dedicated advocate for the transformative power of education. With a background in teaching and a love for writing, Ethan brings a unique blend of expertise and creativity to his contributions on ExquisitiveEducation.com .His articles are a delightful mix of insightful knowledge and engaging storytelling, aiming to inspire and empower learners of all ages. Ethan's mission is to ignite the spark of curiosity and foster a love for learning in every reader.Ethan Emerson, is your companion in the realm of general education exploration. With a passion for knowledge, He delves into the intricate world of Education Expenses & Discounts , uncovering financial insights for your educational journey. From the vitality of Physical Education to the synergy of Education & Technology , Ethan's here to bridge the gap between traditional and innovative learning methods. Discover the art of crafting impressive Resume & Personal Documentation in Education , as well as insights into diverse Career Paths, Degrees & Educational Requirements . Join Ethan in navigating through a sea of Educational Courses & Classes , exploring the nuances of various Education Systems , and understanding the empowering realm of Special Education . With an eye on Teaching & Teachers , He offers a glimpse into the world of educators who shape minds. Let's unlock Studying Tips & Learning Methods that turn education into a delightful journey of growth with Exquisitive Education .

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What is a statement of special educational needs?

A statement of special educational needs is a legal document. It sets out a description of your child's needs (what he or she can and cannot do) and what needs to be done to meet those needs.

Generally, only a very small number of children are issued with a statement. They usually have complex and severe needs, which require very high levels of support.

A statement of special educational needs will contain:

• a cover sheet with your child's name, address, date of birth, home language, religion and your name and address (part 1)
• a description of your child's special educational needs (part 2)
• the aims of the provision - and a description of the provision with the arrangements for monitoring and reviewing progress (part 3)
• the type and name of the school where the provision is to be made (part 4)
• a description of your child's non-educational needs, if any (part 5)
• further details of the provision described in part 5 (part 6)
• copies of the advice submitted during the assessment

The process

If the local authority decides to issue a statement, you will get a proposed statement. We will ask you to give your views on this before they issue a final statement. You can give your views about the content of the proposed statement and ask for meetings with us to discuss the proposals.

You have 15 days to respond to the proposed statement.

The name of the school will be left blank on the proposed statement. This is because you have the right to state your preference for the local authority maintained school you want your child to go to.

You will also be sent a list of schools to help you make an informed choice.

The law says that a child who has a statement of special educational needs must be educated in a mainstream school, unless it's against your wishes or ‘incompatible with the provision of the efficient education of other children'.

A copy of the proposed statement will also be sent to other agencies who were involved in the assessment of your child's needs. They should also respond within 15 days.

You can still talk to us before and during the appeal process to try to sort things out - even if you have lodged an appeal to the tribunal.

There is also an independent conciliation service in the North West which can help to resolve your problem before you take it to the SEN tribunal (for more details contact our special educational needs team for a leaflet on this service). You can discuss your choices and feelings with the council's case officer that is responsible for your child. You can also contact the parent partnership officer who can also help you. The parent partnership officer can be contacted on 0161 742 3914.

Throughout the whole process, we'll make every effort to make sure you are happy with the proposed statement and that we have given sensitive and full consideration to your wishes and feelings.

The final statement

Usually the final statement will be sent to you up to eight weeks after the proposed statement has been issued.

You will also be sent information about your right of appeal to the Special Educational Needs and Disability Act (SENDA) tribunal if you do not agree with the final statement.

This information also contains details of the timescale for you to appeal. You will have 15 days to respond in writing or to request a meeting if you disagree with the final statement. After the meeting you have a further 15 days to respond. You can request further meetings to discuss your child if you wish.

Who to contact

This page was last updated on 15 March 2016

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The Individuals with Disabilities Education Act (IDEA) is a law that makes available a free appropriate public education to eligible children with disabilities throughout the nation and ensures special education and related services to those children.

The IDEA governs how states and public agencies provide early intervention, special education, and related services to more than 8 million (as of school year 2022-23) eligible infants, toddlers, children, and youth with disabilities.

Infants and toddlers, birth through age 2, with disabilities and their families receive early intervention services under IDEA Part C. Children and youth ages 3 through 21 receive special education and related services under IDEA Part B.

Additionally, the IDEA authorizes:

• Formula grants to states to support special education and related services and early intervention services.
• Discretionary grants to state educational agencies, institutions of higher education, and other nonprofit organizations to support research, demonstrations, technical assistance and dissemination, technology development, personnel preparation and development, and parent-training and -information centers.

Congress reauthorized the IDEA in 2004 and most recently amended the IDEA through Public Law 114-95, the Every Student Succeeds Act, in December 2015.

In the law, Congress states:

Disability is a natural part of the human experience and in no way diminishes the right of individuals to participate in or contribute to society. Improving educational results for children with disabilities is an essential element of our national policy of ensuring equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities.

The stated purpose of the IDEA is:

• to ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living;
• to ensure that the rights of children with disabilities and parents of such children are protected;
• to assist States, localities, educational service agencies, and Federal agencies to provide for the education of all children with disabilities;
• to assist States in the implementation of a statewide, comprehensive, coordinated, multidisciplinary, interagency system of early intervention services for infants and toddlers with disabilities and their families;
• to ensure that educators and parents have the necessary tools to improve educational results for children with disabilities by supporting system improvement activities; coordinated research and personnel preparation; coordinated technical assistance, dissemination, and support; and technology development and media services;
• to assess, and ensure the effectiveness of, efforts to educate children with disabilities.

Learn more about the  IDEA Statute and Regulations .

Search the  IDEA Statute and Regulations .

On November 29, 1975, President Gerald Ford signed into law the Education for All Handicapped Children Act (Public Law 94-142), now known as the Individuals with Disabilities Education Act (IDEA). In adopting this landmark civil rights measure, Congress opened public school doors for millions of children with disabilities and laid the foundation of the country’s commitment to ensuring that children with disabilities have opportunities to develop their talents, share their gifts, and contribute to their communities.

The law guaranteed access to a free appropriate public education (FAPE) in the least restrictive environment (LRE) to every child with a disability. Subsequent amendments, as reflected in the IDEA, have led to an increased emphasis on access to the general education curriculum, the provision of services for young children from birth through five, transition planning, and accountability for the achievement of students with disabilities. The IDEA upholds and protects the rights of infants, toddlers, children, and youth with disabilities and their families.

In the last 40+ years, we have advanced our expectations for all children, including children with disabilities. Classrooms have become more inclusive and the future of children with disabilities is brighter. Significant progress has been made toward protecting the rights of, meeting the individual needs of, and improving educational results and outcomes for infants, toddlers, children, and youths with disabilities.

Since 1975, we have progressed from excluding nearly 1.8 million children with disabilities from public schools to providing special education and related services designed to meet their individual needs to more than 8 million children with disabilities in 2022-23.

In 2022-23, more than 66% of children with disabilities are in general education classrooms 80% or more of their school day ( IDEA Part B Child Count and Educational Environments Collection ), and early intervention services are being provided to more than 441,000 infants and toddlers with disabilities and their families ( IDEA Part C Child Count and Settings ).

Other Laws for Children with Disabilities

The U.S. Department of Education’s Office for Civil Rights ( OCR ) provides additional resources of interest for individuals with disabilities and their families.

OCR does not enforce the IDEA; however, OCR does enforce the Rehabilitation Act of 1973, Section 504 and Americans with Disabilities Act of 1990, Title II rights of IDEA-eligible students with disabilities.

The  Rehabilitation Act of 1973 , Section 504 addresses protections for students with disabilities. Section 504 is a federal law designed to protect the rights of individuals with disabilities in programs and activities that receive Federal financial assistance from the department.

OCR enforces section 504 in public elementary and secondary schools.

Section 504 states: “No otherwise qualified individual with a disability in the United States… shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance….”

OCR also enforces Title II of the  Americans with Disabilities Act of 1990 , which extends protection against discrimination to the full range of state and local government services, programs, and activities including public schools regardless of whether they receive any Federal financial assistance.

OCR shares in enforcement of Title II of the Americans with Disabilities Act with the U.S. Department of Justice.

For more on the Americans with Disabilities Act, visit  www.ada.gov .

To learn more, visit the OCR’s Frequently Asked Questions About Section 504 and the Education of Children with Disabilities .

Visit OCR’s website for additional resources , including Disability Discrimination FAQs .

Related Resources

• A History of the Individuals With Disabilities Education Act

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How to write your philosophy of education statement

The Philosophy of Education Statement is an important piece in your educator portfolio. It may be requested by hiring personnel at schools to be included with a cover letter and resume. Your teaching philosophy should be thoughtful, organized and well-written. The summary should be between 1-2 pages and should document and support your core educational principles.

• First, state your objectives as a teacher. These need to be achievable through some form of assessment.
• Second, you will want to outline the methods by which you will achieve your teaching objectives.
• Third, you will need to have demonstrated evidence of your achievements. This may take the form of standardized assessments or evaluations.
• Forth, allude to the factors that motivate you to be in the teaching profession. This is where you can be cerebral. State what motivates you to be in the teaching profession. 

Some Important Considerations

Your core values and beliefs.

The statement should reflect your core values and beliefs in terms of teaching. Consider your thoughts regarding the nature of students, the purpose of education and how people learn, and the role of teacher. As you develop your educational philosophy, think about completing the following statements: 

• I believe the purposes of education are ... 
• I believe that students learn best when... 
• I believe that the following curriculum basics will contribute to the social, emotional, intellectual and physical development of my students ... 
• I believe that a good learning environment is one in which ... 
• I believe that all students have the following basic needs ... 
• In order to further the growth and learning of my students, these basic needs will be met in my classroom through ... 
• I believe that teachers should have the following qualities ... 

Why You Teach

• What is the purpose of education? 
• What is your role as an educator?

Whom You Teach

• How will you reach the diverse students in your classroom? 
• How do you define your community of learners?

How and What You Teach

• What are your beliefs about how students learn?
• How will your beliefs affect your teaching? Think about management, instructional strategies, curriculum design and assessment.
• How do you balance the needs of the individual learner with the needs of the classroom community?
• What are your goals for students? 

Where You Teach

• How will you bring a global awareness to your classroom? 
• What will be your relationship with the community, parents, teaching colleagues and administration? 

Completing the Application 

Don't cut corners! As you are completing your applications, keep in mind that they are as important to your job search as your resume, letter of interest and other documents in your application packet. You are encouraged not to rush through completing your applications. Regional applications may be required instead of or in addition to the employer’s individual application.

• Be consistent with the information you provide on the application and on your resume. Make sure there are no contradictions of dates and places of employment and education.
• Do not make up an answer. Be honest. If you embellish, it will eventually catch up with you and you will leave a negative impression on the employer.
• Extra-curricular activities, which you may be willing to sponsor or coach, may be listed on most applications. Your willingness to sponsor activities can sometimes enhance your consideration for positions.
• Follow the application directions exactly. The directions may be different for each application you complete, so read all the directions carefully. Enter the correct information in the correct fields.
• Grammatical rules should be followed at all times. Teachers are held to high standards. Errors are unacceptable.
• Humor in your responses on an application can come across as sarcastic or flippant.
• Remember, an application may be a prospective employer’s first introduction to you; make it a professional one.
• Incomplete applications give the appearance of poor attention to detail. It is always best to respond to each question posed on an application whenever possible. An employer would not ask it if s/he did not want an answer.
• Never answer a question with “See my resume.”

Cornell Financial Aid

Search cornell financial aid, identity/statement of educational purpose.

As part of Federal Student Aid, some students are selected for verification. This isn't an indication that anything is wrong with your application, it is just a requirement that selected students have for Federal Student Aid. The federal verification process can include verification of your identity and a requirement that you attest to your educational purpose. If you see this requirement on your  Cornell financial aid to do list  you must provide information to our office to confirm your eligibility for Federal Student Aid. This can be completed in person or through mailing a notarized form with a copy of the identification you presented to the notary to our office.

How to Complete the Requirement in Person:

Please visit the Office of Financial Aid and Student Employment and bring an unexpired valid government-issued photo ID. We will provide you with a form to fill out at our front desk. A list of valid government-issued IDs can be found at the bottom of this page.

How to Complete the Requirement with a Notary:

If you are unable to come to our office in person, you may complete the Identity/Statement of Educational Purpose in the presence of a notary public and mail the original document to our office with a copy of your unexpired valid government-issued photo ID. Please use the address listed on the form below, and be sure to include a copy of the ID you presented to the notary. You may also drop off the document and ID copy at our office.

Select the proper form for your aid year:

• 2023-2024  Identity/Statement of Educational Purpose (with notary)
• 2022-2023  Identity/Statement of Educational Purpose (with notary)

If the notary statement appears on a separate page than the Statement of Educational Purpose, there must be a clear indication that the Statement of Educational Purpose was the document notarized.

If choosing to complete the document with a notary public, the notary public must be an approved U.S. Notary Public. We are unable to accept documents that are completed with the use of a foreign equivalent of a notary public. In these instances, students may be able to visit a U.S. embassy or consulate that is close to the student's or study abroad location to see if a U.S. notary service is available.

Information on Acceptable Identification:

A valid unexpired government-issued photo identification (photo ID) can include, but is not limited to, the following:

• U.S. Passport;
• Driver’s license;
• Non-driver’s identification card;
• Other state-issued ID;
• Permanent Resident Card or Resident Alien Card (I-551, can be photocopied for Title IV purposes);
• Certificate of Naturalization if it contains a recognizable photo (even though it does not have an expiration date);
• Inmate ID from a government facility (even if it does not have an expiration date); or
• State-issued voter ID (even if it does not have an expiration date).

If you have any questions about acceptable identification, or anything else about this requirement please contact our office and we will assist you.

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Children with special educational needs and disabilities (SEND)

Special educational needs and disabilities ( SEND ) can affect a child or young person’s ability to learn. They can affect their:

• behaviour or ability to socialise, for example they struggle to make friends
• reading and writing, for example because they have dyslexia
• ability to understand things
• concentration levels, for example because they have attention deficit hyperactivity disorder (ADHD)
• physical ability

Who to talk to

If you think your child may have special educational needs, contact the SEN co-ordinator, or ‘ SENCO ’ in your child’s school or nursery.

Contact your local council if your child is not in a school or nursery.

Your local Information, Advice and Support (IAS) Service can give you advice about SEND .

Support your child can receive

Your child may be eligible for:

• SEN support - support given in school, like speech therapy
• an education, health and care ( EHC ) plan - a plan of care for children and young people aged up to 25 who have more complex needs

If you or your child got support before September 2014 this will continue until your local council changes it to an EHC plan.

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What is a statement of Special Educational Needs?

What to do once you receive the statement, final statement, ​who can i contact if i need further help or support.

• ​The Additional Learning Needs Coordinator (ALNCO) at your child's School or Setting.
• Your Casework Officer based in the SEN Casework Team at County Hall.​ Tel: 029 20872731
• SNAP Cymru who provide an Independent Parent Partnership Service. Tel: 0845 120 3730​
• Additional Learning Needs
• Does my child need a statutory assessment?
• School Support for Special Educational Needs
• What is a Note in Lieu?
• What is an Annual Review?
• What if I don'​t agree with a Council decision about my child?

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Higher education has never been more confusing or expensive. Our goal is to help you navigate the very big decisions related to higher ed with objective information and expert advice. Each piece of content on the site is original, based on extensive research, and reviewed by multiple editors, including a subject matter expert. This ensures that all of our content is up-to-date, useful, accurate, and thorough.

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How to Write a Statement of Financial Need

Gabriel Jimenez-Ekman is a content editor and writer at Scholarships360. He has managed communications and written content for a diverse array of organizations, including a farmer’s market, a concert venue, a student farm, an environmental NGO, and a PR agency. Gabriel graduated from Kenyon College with a degree in sociology.

Learn about our editorial policies

Prior to coming to Scholarships360 for her first internship in 2022, Savannah utilized her campus publications by joining various fashion publications that are offered at Ohio University. One of those publications is Thread Magazine, where Savannah has had the opportunity to work on articles related to world-wide related fashion news and events, as well as articles closer to home, such as a fashion piece on Athens hometown-hero Joe Burrow. This year, Savannah also had the opportunity to be a content writing intern for Aiken House, as well as a section editor for Southeast Ohio Magazine. In 2023, Savannah served as the Chapter President of her sorority, Alpha Gamma Delta. These collective experiences, as well as her experience currently working for Ohio University’s Undergraduate Admissions, has led her to Scholarships360 and aided in her passion for helping students better understand the college admissions process and financial aid. In her free time, Savannah enjoys horseback riding, watching Formula One races, traveling, and spending time with her friends and family. Savannah will graduate from Ohio University in May 2024 with a degree in Journalism News and Information and a certificate in Italian Studies.

Caitlyn Cole is a college access professional with a decade of experience in non-profit program and project management for college readiness and access organizations.

Maria Geiger is Director of Content at Scholarships360. She is a former online educational technology instructor and adjunct writing instructor. In addition to education reform, Maria’s interests include viewpoint diversity, blended/flipped learning, digital communication, and integrating media/web tools into the curriculum to better facilitate student engagement. Maria earned both a B.A. and an M.A. in English Literature from Monmouth University, an M. Ed. in Education from Monmouth University, and a Virtual Online Teaching Certificate (VOLT) from the University of Pennsylvania.

Many students want to know how to write a statement of financial need since it is a challenge. Deciding what is appropriate to include or omit can make all the difference, so it’s also especially important that you use your words economically and effectively.

What is a Statement of Financial Need?

College is an investment, but for many students financial aid may not be enough to cover the cost. Because of this, students may find themselves needing to write a statement of financial need, which is a brief statement explaining your financial situation. Generally, the statement of financial need will go beyond what is captured by the FAFSA or CSS profile.

In this article, we will provide a step-by-step guide to show you how to write a statement of financial need.

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How we organized this article.

We’ll start with a “Do’s and Don’ts” list. This list will answer questions you may have about which details to include in your statement. Once you’ve got an idea of what should be included, we’ll show you a general template for writing these statements, including some examples. This will help you illustrate your points thoroughly while staying under the word limit. We also included some relevant FAQs just in case you had a few more questions. 

Related: Top need based scholarships

What to include in your statement

• A quick rundown of your family’s employment situation. This includes who in the family is working, what type of job they hold, and if you are working to help support your education or to help support your family
• Whether you are a first-generation college student
• If you or your parents are immigrants or refugees
• Whether you or your parents speak English as a second language, or do not speak English at all
• If you were raised by a single parent, or in a foster home
• Any extenuating circumstances that could be affecting your family’s finances, such as medical issues or job loss. Any recent shortfall in your family’s financial situation is worth mentioning
• If you are a member of any minority group (for many colleges, recruiting underrepresented students is an institutional priority as they seek to create a diverse community).
• Opportunities that you would be able to accept if the scholarship helped meet your financial need. An example would be if you are pursuing an unpaid or low-paying internship over the summer, but needed to earn money to help pay for next semester’s tuition

What to avoid in your statement

• Try to avoid a negative or dramatic tone. Even if your financial situation is stressful, try not to communicate that stress in your statement. It’s best to let the facts speak for themselves
• Avoid comparing your situation with the situations of others. Remember, this essay is about you, and why someone in your situation could benefit from the scholarship
• Avoid focusing too much on tangential details. Try to only include the details that are immediately relevant to your ability to further your education. For example, if your family has experienced a financial shortfall because your father lost his job, you don’t need to go into details of your father’s business or his chance of being re-hired. You need only to mention that it has led to your family receiving less than their projected income for the year, and that this impacts your ability to pay for college

Related: What’s the best scholarship essay format?

Now that you know what to include in your essay, you’re ready to start writing your statement of financial need. This can be done by following a step-by-step process:

Create an outline

Write your introduction.

• Format your essay with body paragraphs

Finish with a strong conclusion

Let’s get started with the first step…

To get started with your outline, try writing out a bullet-point list of the details you’d like to include in your essay. Include all of the details that emphasize your financial need. This includes demographic information, your parents’ employment, and any extenuating circumstances your family is experiencing. Once you have that list, use it as a guide to help format the statement of financial need.

See also: How to write a 250 word essay

In your first sentence, introduce yourself by touching on some key demographic points about yourself. For example, you could write:

“As a first-generation college student who was raised by a single parent, I have worked as a cashier throughout high school to help pay the bills.”

These are all points that do not require too much elaboration. They can be brought up together in the first sentence to give the reader an idea of what they will be reading. Use the rest of the introduction to quickly lay out the discussion points, saving the detail for later.

Related: How to start a scholarship essay

Formatting your essay with body paragraphs

Body paragraphs are your opportunity to dive into the relevant details. Elaborate on the points that you mentioned in the introduction to give a more vivid picture of why you are having trouble paying for your education. These include extenuating circumstances, parents’ employment status, and your employment status.

In addition, you can use these paragraphs to help illustrate your sense of financial responsibility. If you have a college savings account or have taken initiatives to help yourself secure the funds for college, mention them here. Emphasize that there is still a gap between what you are expected to pay and what you are able to pay.

Also see: How to write a financial aid appeal letter

Now is the time to discuss how the increased funding would create opportunities for you. You can mention the internship that you would take if you didn’t have to work all summer to pay your tuition, or describe how one of your other financial hardships would be lightened by receiving this scholarship.

The conclusion is where you make the scholarship committee realize what they could do for you by granting you the scholarship; once you’ve established your need, use the conclusion to illustrate how important this opportunity is to you. We hope that you now know how to write a statement of financial need. Best of luck!

Submitting your statement of financial need is not a guarantee of more aid

We should also mention that submitting your statement of financial need is no guarantee that you will receive more financial aid. While students can be hopeful that they will receive an adjusted aid package, they should be prepared for their situation not changing. 

In this case, students can turn to options like scholarships , student loans , or choosing a more affordable college option. 

See also: What to do if financial aid is not enough?

Key Takeaways

• A Statement of Financial Need can be beneficial for students who know they may not be able to afford college
• Always try to be positive when writing your Statement of Financial Need
• Structure your statement in an easy to read, concise way

Frequently asked questions about how to write a statement of financial need

How is financial need determined, what is proof of need, what documents can be used in a statement of financial need, how long should a statement of financial need be, scholarships360 recommended.

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Center for Teaching

Teaching statements.

Print Version

• What is a teaching statement?
• What purposes does the teaching statement serve?
• What does a teaching statement include?

General Guidelines

• Reflection questions to help get you started
• Exercises to help get you started
• Evaluating your teaching statement
• Further resources

What is a Teaching Statement?

A Teaching Statement is a purposeful and reflective essay about the author’s teaching beliefs and practices. It is an individual narrative that includes not only one’s beliefs about the teaching and learning process, but also concrete examples of the ways in which he or she enacts these beliefs in the classroom. At its best, a Teaching Statement gives a clear and unique portrait of the author as a teacher, avoiding generic or empty philosophical statements about teaching.

What Purposes does the Teaching Statement Serve?

The Teaching Statement can be used for personal, professional, or pedagogical purposes. While Teaching Statements are becoming an increasingly important part of the hiring and tenure processes, they are also effective exercises in helping one clearly and coherently conceptualize his or her approaches to and experiences of teaching and learning. As Nancy Van Note Chism, Professor Emerita of Education at IUPUI observes, “The act of taking time to consider one’s goals, actions, and vision provides an opportunity for development that can be personally and professionally enriching. Reviewing and revising former statements of teaching philosophy can help teachers to reflect on their growth and renew their dedication to the goals and values that they hold.”

What does a Teaching Statement Include?

A Teaching Statement can address any or all of the following:

• Your conception of how learning occurs
• A description of how your teaching facilitates student learning
• A reflection of why you teach the way you do
• The goals you have for yourself and for your students
• How your teaching enacts your beliefs and goals
• What, for you , constitutes evidence of student learning
• The ways in which you create an inclusive learning environment
• Your interests in new techniques, activities, and types of learning

“If at all possible, your statement should enable the reader to imagine you in the classroom, teaching. You want to include sufficient information for picturing not only you in the process of teaching, but also your class in the process of learning.” – Helen G. Grundman, Writing a Teaching Philosophy Statement

• Make your Teaching Statement brief and well written . While Teaching Statements are probably longer at the tenure level (i.e. 3-5 pages or more), for hiring purposes they are typically 1-2 pages in length.
• Use narrative , first-person approach. This allows the Teaching Statement to be both personal and reflective.
• Be sincere and unique. Avoid clichés, especially ones about how much passion you have for teaching.
• Make it specific rather than abstract. Ground your ideas in 1-2 concrete examples , whether experienced or anticipated. This will help the reader to better visualize you in the classroom.
• Be discipline specific . Do not ignore your research. Explain how you advance your field through teaching.
• Avoid jargon and technical terms, as they can be off-putting to some readers. Try not to simply repeat what is in your CV. Teaching Statements are not exhaustive documents and should be used to complement other materials for the hiring or tenure processes.
• Be humble . Mention students in an enthusiastic, not condescending way, and illustrate your willingness to learn from your students and colleagues.
• Revise . Teaching is an evolving, reflective process, and Teaching Statements can be adapted and changed as necessary.

Reflection Questions To Help You Get You Started:*

• Why do you teach the way you do?
• What should students expect of you as a teacher?
• What is a method of teaching you rely on frequently? Why don’t you use a different method?
• What do you want students to learn? How do you know your goals for students are being met?
• What should your students be able to know or do as a result of taking your class?
• How can your teaching facilitate student learning?
• How do you as a teacher create an engaging or enriching learning environment?
• What specific activities or exercises do you use to engage your students? What do you want your students to learn from these activities?
• How has your thinking about teaching changed over time? Why?

* These questions and exercises are meant to be tools to help you begin reflecting on your beliefs and ideas as a teacher. No single Teaching Statement can contain the answers to all or most of these inquiries and activities.

Exercises to Help You Get You Started:*

• The Teaching Portfolio , including a section on teaching statements, Duquesne University Center for Teaching Excellence. This website includes five effective exercises to help you begin the writing process
• Teaching Goals Inventory , by Thomas A. Angelo and K. Patricia Cross and their book Classroom Assessment Techniques . This “quiz” helps you to identify or create your teaching and learning goals.

Evaluating Your Teaching Statement

Writing A Statement Of Teaching Philosophy For The Academic Job Search (opens as a PDF), The Center for Research on Learning and Teaching at the University of Michigan.

This report includes a useful rubric for evaluating teaching philosophy statements. The design of the rubric was informed by experience with hundreds of teaching philosophies, as well as surveys of search committees on what they considered successful and unsuccessful components of job applicants’ teaching philosophies.

Further Resources:

General information on and guidelines for writing teaching statements.

• Writing a Philosophy of Teaching Statement , Faculty and TA Development at The Ohio State University. This site provides an in-depth guide to teaching statements, including the definition of and purposes for a teaching statement, general formatting suggestions, and a self-reflective guide to writing a teaching statement.
• Writing a Teaching Philosophy Statement , Center for Excellence in Teaching and Learning at Iowa State University. This document looks at four major components of a teaching statement, which have been divided into questions—specifically, to what end? By what means? To what degree? And why? Each question is sufficiently elaborated, offering a sort of scaffolding for preparing one’s own teaching statement.
• Writing a Meaningful Statement of Teaching Philosophy , McGraw Center for Teaching and Learning at Princeton University. This website offers strategies for preparing and formatting your teaching statement.

Articles about Teaching Statements

• Grundman, Helen (2006). Writing a Teaching Philosophy Statement (opens as a PDF), Notices of the AMS , Vol. 53, No. 11, p. 1329.
• Montell, Gabriela (2003). How to Write a Statement of Teaching Philosophy , from the Chronicle Manage Your Career section of the Chronicle of Higher Education .
• Montell, Gabriela (2003). What’s Your Philosophy on Teaching, and Does it Matter? , from the Chronicle Manage Your Career section of the Chronicle of Higher Education .

Teaching Guides

• Online Course Development Resources
• Principles & Frameworks
• Pedagogies & Strategies
• Reflecting & Assessing
• Challenges & Opportunities
• Populations & Contexts

Quick Links

• Services for Departments and Schools
• Examples of Online Instructional Modules

Open Letter to College and University Presidents on Student Protests

Dear College and University Presidents:

We write in response to the recent protests that have spread across our nation’s university and college campuses, and the disturbing arrests that have followed. We understand that as leaders of your campus communities, it can be extraordinarily difficult to navigate the pressures you face from politicians, donors, and faculty and students alike. You also have legal obligations to combat discrimination and a responsibility to maintain order. But as you fashion responses to the activism of your students (and faculty and staff), it is essential that you not sacrifice principles of academic freedom and free speech that are core to the educational mission of your respected institution.

The ACLU helped establish the right to protest as a central pillar of the First Amendment. We have defended those principles for more than a century. The First Amendment compels public universities and colleges to respect free speech rights. And while the Constitution does not apply directly to private institutions, academic freedom and free inquiry require that similar principles guide private universities. We approach this moment with appreciation for the challenges you confront. In the spirit of offering constructive solutions for a way forward, we offer five basic guardrails to ensure freedom of speech and academic freedom while protecting against discriminatory harassment and disruptive conduct.

Schools must not single out particular viewpoints for censorship, discipline, or disproportionate punishment

First , university administrators must not single out particular viewpoints — however offensive they may be to some members of the community — for censorship, discipline, or disproportionate punishment. Viewpoint neutrality is essential. Harassment directed at individuals because of their race, ethnicity, or religion is not, of course, permissible. But general calls for a Palestinian state “from the river to the sea,” or defenses of Israel’s assault on Gaza, even if many listeners find these messages deeply offensive, cannot be prohibited or punished by a university that respects free speech principles.

These protections extend to both students and faculty, and to speech that supports either side of the conflict. Outside the classroom, including on social media, students and professors must be free to express even the most controversial political opinions without fear of discipline or censure. Inside the classroom, speech can be and always has been subject to more restrictive rules to ensure civil dialogue and a robust learning environment. But such rules have no place in a public forum like a campus green. Preserving physical safety on campuses is paramount; but “safety” from ideas or views that one finds offensive is anathema to the very enterprise of the university.

Schools must protect students from discriminatory harassment and violence

Second , both public and private universities are bound by civil rights laws that guarantee all students equal access to education, including Title VI of the Civil Rights Act. This means that schools can, and indeed must, protect students from discriminatory harassment on the basis of race or national origin, which has been interpreted to include discrimination on the basis of “shared ancestry or ethnic characteristics,” or “citizenship or residency in a country with a dominant religion or distinct religious identity.”

So, while offensive and even racist speech is constitutionally protected, shouting an epithet at a particular student or pinning an offensive sign to their dorm room door can constitute impermissible harassment, not free speech. Antisemitic or anti-Palestinian speech targeted at individuals because of their ethnicity or national origin constitutes invidious discrimination, and cannot be tolerated. Physically intimidating students by blocking their movements or pursuing them aggressively is unprotected conduct , not protected speech . It should go without saying that violence is never an acceptable protest tactic.

Speech that is not targeted at an individual or individuals because of their ethnicity or national origin but merely expresses impassioned views about Israel or Palestine is not discrimination and should be protected. The only exception for such untargeted speech is where it is so severe or pervasive that it denies students equal access to an education — an extremely demanding standard that has almost never been met by pure speech. One can criticize Israel’s actions, even in vituperative terms, without being antisemitic. And by the same token, one can support Israel’s actions in Gaza and condemn Hamas without being anti-Muslim. Administrators must resist the tendency to equate criticism with discrimination. Speech condoning violence can be condemned, to be sure. But it cannot be the basis for punishment, without more.

Schools can announce and enforce reasonable content-neutral protest policies but they must leave ample room for students to express themselves

Third , universities can announce and enforce reasonable time, place, or manner restrictions on protest activity to ensure that essential college functions can continue. Such restrictions must be content neutral, meaning that they do not depend on the substance of what is being communicated, but rather where, when, or how it is being communicated. Protests can be limited to certain areas of campus and certain times of the day, for example. These policies must, however, leave ample room for students to speak to and to be heard by other members of the community. And the rules must not only be content neutral on their face; they must also be applied in a content-neutral manner. If a university has routinely tolerated violations of its rules, and suddenly enforces them harshly in a specific context, singling out particular views for punishment, the fact that the policy is formally neutral on its face does not make viewpoint-based enforcement permissible.

Schools must recognize that armed police on campus can endanger students and are a measure of last resort

Fourth , when enforcement of content-neutral rules may be warranted, college administrators should involve police only as a last resort, after all other efforts have been exhausted. Inviting armed police into a campus protest environment, even a volatile one, can create unacceptable risks for all students and staff. University officials must also be cognizant of the history of law enforcement using inappropriate and excessive force on communities of color, including Black, Brown, and immigrant students. Moreover, arresting peaceful protestors is also likely to escalate, not calm, the tensions on campus — as events of the past week have made abundantly clear.

Schools must resist the pressures placed on them by politicians seeking to exploit campus tensions

Finally , campus leaders must resist the pressures placed on them by politicians seeking to exploit campus tensions to advance their own notoriety or partisan agendas. Recent congressional hearings have featured disgraceful attacks by members of Congress on academic freedom and freedom of speech. Universities must stand up to such intimidation, and defend the principles of academic freedom so essential to their integrity and mission.

The Supreme Court has forcefully rejected the premise that, “because of the acknowledged need for order, First Amendment protections should apply with less force on college campuses than in the community at large.”

“Quite to the contrary,” the court stated, “the vigilant protection of constitutional freedoms is nowhere more vital than in the community of American schools.” In keeping with these values, we urge you to resist the temptation to silence students or faculty members because powerful voices deem their views offensive. Instead, we urge you to defend the university’s core mission of encouraging debate, fostering dissent, and preparing the future leaders of our pluralistic society to tolerate even profound differences of opinion.

Learn More About the Issues on This Page

• Free Speech

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