How to Recognize Early Signs of SEND in Students
- Matías Molfino
- Oct 6
- 4 min read
Supporting students with Special Educational Needs and Disability (SEND) starts with one essential step: recognition. Many children with SEND go unnoticed for far too long, not because their needs aren’t real, but because their signs are misunderstood, masked, or mistaken for something else.
As educators or caregivers, identifying special educational needs in schools or at home can feel daunting. Every child is unique, and so are the ways in which these needs show up. One student with Attention Deficit Hyperactivity Disorder (ADHD) may bounce out of their chair, while another may quietly daydream. One child with Dyslexia may struggle to sound out words, while another avoids reading altogether.
In this guide, we’ll explore how to identify the early signs of the most common SEND: ADHD, Autism Spectrum Disorder (ASD), Dyslexia, and Dyscalculia, and why early identification matters.
What Are Special Educational Needs and Disabilities (SEND)?
The term Special Educational Needs and Disabilities (SEND) refers to a wide range of learning, behavioral, physical, and emotional challenges that can affect a student’s ability to engage fully with typical classroom activities.
The special educational needs meaning includes difficulties with reading, writing, math, attention, communication, motor skills, or behavior. These may be caused by specific learning differences, neurodevelopmental conditions, or sensory impairments. Importantly, having a special educational need does not reflect a lack of intelligence, most students with SEN are bright learners who simply require different approaches.
Recognizing these needs early allows educators to provide tailored special educational needs support, use appropriate special educational resources, and plan lessons that reflect each learner’s strengths and challenges.
Whether it's at homeschooling or in the classroom, understanding and recognizing SEND is extremely important to provide accurate support, and tools like Elina AI can help us in the process.
Identifying Attention Deficit Hyperactivity Disorder (ADHD)
ADHD is a neurodevelopmental condition that affects a child’s ability to focus, regulate impulses, and manage their energy levels. It often becomes noticeable once children enter structured learning environments.
In the Classroom
A child with ADHD might:
Struggle to sit still, frequently fidgeting, tapping, or moving around the room.
Interrupt others, talk excessively, or blurt out answers.
Have trouble following multi-step instructions.
Appear disorganized, losing materials or forgetting assignments regularly.
Make careless mistakes or rush through tasks without checking.
Daydream frequently or seem “checked out” during lessons.
Struggle with transitions and waiting for their turn.
At home
Parents might notice:
Constant motion, even in quiet settings (e.g., dinner table).
Impulsivity, taking physical or social risks without thinking.
Forgetting daily routines (e.g., brushing teeth, flushing the toilet).
Emotional outbursts, low frustration tolerance.
Trouble completing chores or homework independently.
Early identification allows for targeted strategies, such as breaking tasks into smaller steps, using visual schedules, and incorporating movement into learning.
Identifying Autism Spectrum Disorder (ASD)
Autism affects how children communicate, interact, and process the world around them. It presents in a wide spectrum, from highly verbal children with subtle social differences to those with more significant communication or sensory needs.
In the Classroom
A child with ADHD might:
Struggle with group work, social conversations, or reading facial expressions.
Take things literally, misunderstanding phrases like “break a leg”.
Have strong reactions to loud sounds, bright lights, or unexpected changes.
Avoid eye contact or prefer to play alone.
Excel in areas like math, science, or memory, while struggling with open-ended tasks.
Display intense interests in specific topics (e.g., trains, space, animals).
Become distressed if routines or classroom rules change unexpectedly.
At home
Parents might notice:
Delayed language or unusual speech patterns (e.g., echolalia, repeating words or phrases).
Difficulty making friends or playing cooperatively with siblings.
Preference for routines and repetitive behaviors (e.g., lining up toys).
Meltdowns when faced with sensory overload or change.
Narrow, focused interests that dominate conversation or play.
If identified early, structured support, sensory tools, and consistent routines can create a safe and inclusive learning space. Special educational needs teacher training often covers specific strategies for working with autistic students.
Identifying Dyslexia
Dyslexia is a specific learning difficulty that affects reading, spelling, and writing. It’s not related to intelligence, many dyslexic students are highly creative and logical thinkers.
Early Warning Signs (Preschool – Year 1)
Trouble learning nursery rhymes or playing sound-based games.
Difficulty recognizing letters or associating sounds with letters.
Confusion with left and right
Family history of reading difficulties
In the Classroom
By primary school age, dyslexia may show up as:
Poor spelling and handwriting.
Slow, effortful reading or avoiding reading tasks.
Difficulty copying from the board.
Mixing up letters (e.g., b/d, p/q) or skipping words when reading aloud.
Difficulty expressing ideas in writing despite strong verbal skills.
Trouble remembering sequences (e.g., days of the week, alphabet).
At Home Parents may notice:
Avoiding reading or homework.
Difficulty following multi-step instructions.
Frustration or low confidence around school tasks.
Problems with telling time or remembering schedules.
Early screening and special educational needs support, like phonics-based instruction or multisensory teaching, can make a huge difference.
Identifying Dyscalculia
Dyscalculia affects a child’s understanding of numbers and mathematical concepts. It’s sometimes called “math dyslexia,” but it is a distinct learning difficulty.
In the Classroom
A student with dyscalculia may:
Have trouble recognizing number values or comparing quantities.
Struggle with basic math facts (e.g., 5 + 3 or 2 × 4), even after repeated practice.
Rely on fingers for simple calculations beyond expected age.
Mix up steps in problem-solving or forget procedures.
Find it difficult to understand time, money, or measurements.
Be confused by charts, graphs, or number lines.
Show anxiety or frustration during math lessons.
At Home
Signs include:
Avoiding board games or activities involving numbers.
Difficulty telling time on an analog clock.
Struggling to estimate (e.g., how many cookies, how far to walk).
Difficulty understanding math homework or applying it to real life.
Special educational resources such as manipulatives, visual aids, and math apps, along with extra time and guided practice, can support these learners. Teachers trained in special educational needs are key to identifying and accommodating dyscalculia.
Final Thoughts: Why Early Identification Matters
Many children with SEND go undiagnosed or misunderstood for years. This can lead to academic underachievement, frustration, anxiety, and a loss of self-esteem.
By learning how to recognize special educational needs examples in everyday classroom behavior, educators and caregivers can provide timely and meaningful support. Early intervention isn’t just helpful, it’s often transformative.
If you're a teacher, parent, or home educator, you don't have to go through this alone. Tools like Elina’s AI-powered lesson planner help tailor activities and lessons to a child’s specific SEN profile, interests, and learning strengths, no tech background required.