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 Ethan's story Ethan, 5, has a learning disability. His Dad, Mark, is a primary carer for Mum, Lizzy, who has both a learning and physical disability. Mark is the father of Ethan and Step-dad to Alfie, Bobby and Abi. Getting help with the processIn the initial meeting Mark stated that he was frustrated as he did not know what support Ethan was receiving in school and why and what Education Health and Care Plan (EHC plan) was being applied for. He had been told to sign documents, which he had done, but he did not know what they said. Ethan’s dad stated that he struggled with reading himself and because of Lizzy’s learning disability he was asked to complete all paperwork. Getting the support needed We discussed the purpose of an EHC plan and why the school would be applying for one. After this explanation Mark agreed that it sounded like something that Ethan would benefit from. It was decided that a meeting would be arranged with the school to gather more information about Ethan’s support in school and why an EHC plan was being applied for. Adapting the supportWe also adapted the way that we worked with Mark and Lizzy in order to best support them. They preferred to meet in person so they were able to take in information that was being given. Telephone calls were kept short and infrequent. Information had to be repeated slowly supported by written steps to support Lizzy to take in the information. In order to support this a private room was booked at a local children’s centre. Extra time had to be allowed so that the family did not feel rushed and sometimes, because of Lizzy’s physical needs, the meetings had to be cut short as she was unable to sit for extended periods. After the meeting Mark stated that he felt much clearer on Ethan’s needs and support. He then felt ready to complete the family conversation and with support put down his own and Mark’s aspirations for Ethan’s future.