2.1 Outline how to observe and identify the needs, capabilities and interests of children with special educational needs and disabilities

This guide will help you answer 2.1 Outline how to observe and identify the needs, capabilities and interests of children with special educational needs and disabilities.

Children with special educational needs and disabilities (SEND) have unique abilities, challenges and preferences. To support them effectively you need to observe closely and record what you see. This unit looks at how to carry out meaningful observations and how to identify the needs, skills and interests that can guide learning plans.

Observation is a way to gather information directly from behaviour, communication, participation and responses in different situations. Good observation can help you spot strengths and difficulties that may not have been formally recorded. It can also help you plan approaches that suit the child, adapt the environment and work with other staff.

What is the Purpose of Observation?

Observation is about watching, listening and reflecting on what you see. It is not about judging. The aim is to understand the child. For example:

• Pinpoint areas that need support
• Notice progress and achievements
• Identify how a child approaches tasks
• Recognise what captures their interest
• Spot changes in mood or behaviour

When you observe you are building a picture that adds to other information such as assessments, teacher notes and reports from parents or carers.

Ways to Observe Children with SEND

You can use different observation methods depending on the child and the situation. Some common approaches include:

• Structured observation – following a planned checklist to observe a specific skill or behaviour during a set time.
• Unstructured observation – watching the child in natural settings without a set checklist. This can reveal unexpected interests or reactions.
• Participant observation – joining in an activity with the child while observing. This may help those who are shy or anxious.
• Time sampling – observing at certain intervals through the day to look for patterns.
• Event sampling – recording when specific behaviours occur to analyse triggers.

Choose the approach that works best for the child and the context. Children with SEND may need more frequent observations to capture small changes.

Areas to Watch for in Observation

When observing children with SEND, look at the whole child but focus on key areas:

• Communication – how they express themselves verbally or through gestures, facial expressions or sign language.
• Social interaction – how they engage with peers, adults and in group activities.
• Physical skills – fine motor skills like writing and cutting, and gross motor skills like jumping and climbing.
• Cognitive skills – problem solving, understanding concepts, memory.
• Sensory responses – reactions to light, sound, textures, smells. This can reveal sensitivities or preferences.
• Emotional regulation – how they respond to excitement, frustration, changes or stress.

Noting these areas helps to identify both needs and strengths.

Identifying Needs

Needs are areas where the child requires extra help. These may include:

• Support with communication methods such as picture cards or speech devices
• Adaptations to the classroom or play area for mobility
• Strategies for managing sensory overload such as providing quiet spaces
• Help with sequencing tasks or understanding routines
• Emotional support to build resilience

To identify needs:

• Compare what you see against age-expected levels or individual learning plans
• Look for repeated difficulties with certain tasks or settings
• Note the situations that cause distress or withdrawal
• Discuss findings with teachers and support staff

Recording needs clearly and factually is important as observation feeds into action plans and possibly into Education, Health and Care Plans (EHCPs).

Identifying Capabilities

Capabilities are the areas where the child shows skill or competence. Observing them helps you to build on strengths. Capabilities can include:

• Strong visual memory
• Ability to focus for long periods on preferred tasks
• Excellent pattern recognition
• Physical agility in certain activities
• Empathy or kindness toward others
• Creativity in drawing or building

Spotting capabilities matters as they can be used to motivate and support learning. For example, a child who loves building with blocks might engage more in maths if block-based activities are used.

Identifying Interests

Interests can be powerful motivators. They can help to engage the child in learning and build self-confidence. Interests may include:

• Specific topics such as animals, trains or music
• Activities like painting, coding or gardening
• Sensory experiences such as water play, soft textures or rhythmic movement
• Social interaction with certain peers or adults

Observe what the child chooses to do when given freedom, and what excites or calms them. Interests can change so keep observation regular.

Techniques for Gathering Accurate Information

To observe well:

• Watch without interfering unless necessary for safety
• Record immediately after events to keep details fresh
• Use factual language without opinions
• Note the date and time for each record
• Compare with past observations to spot patterns over time
• Pay attention to context – who is present, what is happening, what happened before

Accuracy matters because these records feed into planning and may be shared with specialists.

Recording Observations

Written or digital records keep information available for future review. They should include:

• Description of what happened
• The response of the child
• Any prompts or support given
• Environment and conditions
• Duration of the activity

For example: “At 10.15am during literacy group, Sam read a short sentence using picture cues. Required verbal prompt to start reading. Smiled after finishing.”

Keep records secure in line with data protection laws.

Working with Other Professionals

Observations do not stand alone. Sharing findings with teachers, SENCOs (Special Educational Needs Coordinators), therapists and parents can create a fuller picture. Some points to help:

• Share factual evidence rather than opinions
• Explain context to help others understand situations
• Listen to others’ observations to look for common themes
• Use observations in meetings to plan strategies

Working together can improve support and make learning environments more effective.

Using Observations to Plan Support

Once you have identified needs, capabilities and interests, this information can be used to adapt:

• Activities – for example, adjusting difficulty or format
• Resources – providing visual aids or sensory equipment
• Environment – arranging seating, reducing noise
• Grouping – pairing with supportive peers
• Timetables – allowing for quiet time or physical movement breaks

Plans should be reviewed and changed as new observations are made.

Ethical Considerations

When observing and recording:

• Respect dignity – avoid making the child feel uncomfortable or different
• Keep information confidential and secure
• Get permission from the child’s parents or carers where observation is planned
• Avoid bias – write what you see, not assumptions

Professional behaviour builds trust and ensures records are useful.

Common Challenges in Observation

You may face difficulties such as:

• The child masking difficulties by copying others
• Unpredictable behaviour that makes patterns hard to spot
• Limited time to observe in a busy setting
• Distractions from noise, movement or other activities

Solutions include observing at different times, using a mix of formal and informal methods, and working with other staff to cover more ground.

Using Positive Language

When recording capabilities and needs, choose positive language. For example:

• “Needs support with following complex instructions” rather than “Cannot follow instructions”
• “Shows enjoyment in sensory play” rather than “Plays with sand too much”

Positive language encourages focus on development rather than deficit.

Adapting Observation for Different SEND Types

Observation methods may need adjusting for specific needs:

• Autistic children – watch for sensory sensitivities, preference for routines, responses to social interaction
• Children with hearing loss – note use of visual cues, ability to lip-read, reaction to vibration or touch
• Children with visual impairment – record use of tactile materials, verbal description skills, navigation of space
• Children with physical disabilities – focus on mobility, stamina, fine and gross motor control
• Children with speech and language needs – watch for non-verbal communication, vocabulary use, and listening skills

Knowing the SEND type can guide what to focus on without limiting observation to expected behaviours.

Building Relationships Through Observation

Observation can strengthen your relationship with a child. They may feel valued when you pay attention and respond to what they do. It shows you care about their experiences and can make them more willing to engage.

Spend time watching without pressure. Give them space to be themselves. This can reveal more about their interests and help trust grow.

Feedback to the Child

Sometimes you can give feedback directly to the child in a supportive way:

• Highlight achievements you have noticed
• Point out improvements
• Encourage trying a similar task again

Keep feedback specific and positive. Link it to interests where possible.

Final Thoughts

Observation is a practical skill that helps you identify the needs, capabilities and interests of children with SEND. It needs patience, attention and clear recording. By watching closely in different situations you can gather rich information that makes teaching and learning more effective.

Always approach observation as a way to recognise individuality. Needs tell you where to give support. Capabilities show where you can build confidence. Interests keep learning enjoyable. When these three areas are balanced in your work, you help the child progress and feel included. Regular, thoughtful observation makes that possible.