SENDIASSThe Special Educational Needs and Disabilities Information Advice and Support Services offer information, advice and support for parents and carers of children and young people with special educational needs and disabilities (SEND). This service is also offered directly to young people. The service is free, impartial and confidential. KIDS SENDIASS have developed resources providing information and advice for parents, carers, professionals and young people. It is a legal requirement that all local authorities have a SENDIAS service and KIDS provide a number of these services across the country. Each KIDS SENDIAS service has a local page with their contact details, local information and local resources. . We are part of the . . My SENDIASS for young people aged 16 - 25 with Special Educational Needs or Disabilities. Find out more about the SENDIAS minimum standards and our policies Visit the links here for latest COVID-19 updates and resources. London Stockport Yorkshire & Humber Warwickshire Wiltshire My SENDIASS Case Studies & News About us Maria's story Maria is 5, she has Down’s syndrome. She has been attending a mainstream primary school in her new Local Authority as her family moved. However, despite making every attempt to support both Maria and her family the school were struggling to meet her complex needs. First visit to a SEN school During her move her EHC was transferred to her new Local Authority. This gave her parents the opportunity to explore alternative provisions, including Additional Resource Provisions (APR) and SEN (Special Educational Needs) schools. An interpreter was used as English is the family’s additional language. And this ensured that they had a clear understanding of the process and their school options. Maria’s parents had a limited understanding of what schools non-mainstream could provide and therefore the SENDIASS Coordinator decided to book a visit to an APR and SEN school. Getting support at SEN schoolAt first the parents were concerned about SEN schools as they did not see their daughter as any ‘different’ to any other child. However when they went to view the school they were pleasantly surprised by what was on offer and observed existing children whose behaviours reminded them very much of their daughter. This also started the relationship with the school they chose, which was eventually named in the EHC, and they were able to discuss Maria’s needs and their aspirations very openly using the interpreter.