How is Eligibility for Special Education Services Determined for Students with Autism? 

Understanding how eligibility is decided for special educational needs (SEN) and Education, Health and Care (EHC) support can help families and schools ensure that autistic children receive the right level of help at the right time. In the UK, this process is grounded in the Children and Families Act 2014, the SEND Code of Practice (0–25 years), and current NICE and NHS guidance. Together, these create a coordinated framework linking education, health, and social care professionals with families to meet each child’s unique needs. 

The Legal and Policy Framework 

Eligibility for SEN and EHC support is governed by national legislation and policy updates: 

• The Children and Families Act 2014 establishes the right to special educational provision and EHC plans. 

• The SEND Code of Practice (updated September 2024) outlines how schools, local authorities, and clinicians identify and meet SEN. 

• The NICE NG170 guideline provides clinical recommendations for supporting autistic children and young people. 

• The DfE SEND and Alternative Provision Improvement Plan (2023) introduces national SEND standards, a digital-first EHC system, and new SENCO qualifications. 

Together, these frameworks ensure decisions are based on functional need, not diagnosis alone. 

SEN Support: First Steps Before an EHC Plan 

According to the SEND Code of Practice, a child qualifies for SEN support when they need provision that is “additional to, or different from” what is normally available to their peers in mainstream settings. Autism is one of the most common reasons for SEN identification, often linked to social communication or sensory needs. 

Importantly, NHS guidance (2024) clarifies that a formal autism diagnosis is not required to receive school-based support. 
If teachers or the school’s SENCO identify barriers to learning, they can begin the “graduated approach”, an assess–plan–do–review cycle ensuring that early, tailored help is provided even before an EHC plan is considered. 

When is an EHC Plan Considered? 

If a child’s needs cannot be met through SEN support alone, an Education, Health and Care (EHC) needs assessment may be requested. 
According to GOV.UK guidance, requests can come from: 

• The child’s parent or guardian 

• A young person aged 16–25 

• Teachers, SENCOs, or health professionals involved in their care 

Local authorities must decide within 16 weeks whether to issue an EHC plan, and, if approved, the final plan must be completed within 20 weeks. Parents can appeal any refusal to the SEND Tribunal, ensuring transparency and accountability. 

As of October 2025 DfE data, around 5.3% of pupils in England hold EHC plans, with autism being the most common primary need nationally. 

The Role of Schools, Local Authorities, and Families 

Determining eligibility is a shared responsibility involving schools, local authorities, parents, and clinicians. 

Schools and SENCOs 

Schools are the first point of contact. The SENCO coordinates provision, maintains SEN records, and liaises with external professionals. If in-school support is insufficient, they can recommend an EHC assessment. 

Local Authorities 

Local authorities lead the EHC assessment process, gathering evidence from educational psychologists, therapists, and clinicians, then deciding whether to issue a plan. They are also responsible for managing SEND funding and oversight. 
(Local examples, such as Leeds SEND guidance, show how local processes mirror national standards.) 

Parents and Carers 

Parents play a central role, from requesting assessments to reviewing draft plans and suggesting school placements. Their insights ensure EHC plans reflect a child’s real-world experiences. 

Clinicians and Health Professionals 

Under NICE NG170, health professionals provide diagnostic and developmental information to guide educational planning. Reports from paediatricians, psychologists, and speech and language therapists describe how autism affects learning, communication, and participation. 

NICE Guidance: Coordinated, Evidence-Based Support 

The NICE NG170 guideline (reviewed September 2025) highlights that education and healthcare teams should jointly plan support for autistic children. 
It advises that: 

• Support plans address social communication, sensory, and behavioural needs 

• Interventions are individualised and evidence-based 

• Transitions (such as moving between schools) are carefully managed 

• Unproven or non-evidence-based therapies are avoided 

This joint approach helps children access consistent, effective educational experiences. 

2024–2025 SEND Reforms: Towards National Standards 

Recent updates to SEND policy are reshaping eligibility and support across England. 

• The SEND and Alternative Provision Improvement Plan (DfE, 2023) introduces national SEND standards and a digital-first EHC process. 

• From September 2024, all new SENCOs must complete the National Professional Qualification for SENCOs (NPQ). 

• According to the Local Government Association (2025), further consultation is underway to unify eligibility and provision standards across local authorities. 

These reforms aim to reduce postcode variation, shorten assessment times, and make the system more consistent nationwide. 

Autism and the Importance of Functional Need 

A key principle across all guidance is that eligibility depends on functional need, not diagnostic label. 
An autistic child may qualify for SEN or EHC support if they experience difficulties that: 

• Affect their ability to access the curriculum or participate in school life 

• Require specialised interventions or multi-agency coordination 

• Persist despite standard SEN strategies 

As NHS advice notes, early collaboration between parents, teachers, and clinicians is vital. Even before diagnosis, structured classroom routines, sensory-friendly adaptations, and communication aids can help children succeed. 

When to Seek Extra Support 

Sometimes, families may notice that their child is struggling at school before any formal diagnosis or SEN plan is in place. 
If teachers or parents observe persistent challenges, such as communication delays, emotional distress, or difficulty managing sensory input, it’s appropriate to seek extra support. 

Parents can start by discussing concerns with the SENCO or school’s inclusion lead, who can initiate early interventions and document progress. 
If there are ongoing concerns about social communication or sensory regulation, families might consider a developmental assessment through their GP or local NHS service. 

Private services such as Autism Detect can also help families understand whether their child’s behaviours may indicate autism traits, offering structured screening and advice within UK diagnostic frameworks. This can complement, but never replace, the NHS and local authority assessment pathways. 

Takeaway 

Eligibility for special education services for autistic students in the UK is determined by need, not label. 
The process is designed to be collaborative, linking families, schools, and clinicians under clear national standards. 

With updates to the SEND Code of Practice (2024) and NICE NG170 (2025), support for autistic learners continues to evolve, focusing on early identification, consistent decision-making, and tailored provision that helps every child reach their potential.