I thought I'd start a new thread as this is a rather long reply.
This is taken from the NDCS website but you can adapt it for your daughter. The address is here, sorry can?t do links yet: www.ndcs.org.uk/information/education/special_educational_needs_guides/a_guide_to.html
For your parental input you can describe what your daughter does at the moment:
Receptive skills (how your child receives and understands language). Explain how your child understand language, what helps her to understand, how you can tell whether she?s understood, how well she makes eye contact
Expressive language. Explain how easy your child finds it to communivcate with you, other children, grandparents, adults, teachers, strangers; whether you think she?s using the right language level for her age.
Concentration and attention: how long can she concentrate on an activity (e.g. on a new one, on something routine); if there are times when she becomes frustrated and what causes this.
Self-help: what can she do for herself; what help she needs (e.g. for combing hair, brushing teeth, getting dressed, making a sandwich)
Motor skills:
- fine motor skills: how good she is at holding and using a scissor, pencil etc
- gross motor skills: ease or difficulty in climbing stairs, being on a bike etc
- do you feel her skills are average, above average, below average for her age
- whether any activities cause concern for you or frustrates your child
Responsibility: can she take responsibility for herself; does she treat her and others? things with respect
Social skills: does she play alone, alongside other children, with them; relates better to children or adults; is aware of other people?s feelings
Confidence and self-esteem: behaves appropriately; is she as mature as other children; is she confident and comfortable with herself
As you can see, this is a description of what your daughter can do now. From these, the LEA can form a better idea of how she?s like on a daily basis, rather than in the strict compartments assessed by health professionals. You can then say what you think her educational needs would be. E.g. to access the curriculum her language would need to be at a level similar to that of her same-age peers. If it?s not there yet, she may need help from a speech & language therapist. Also, to participate fully in class her speech would need to be understandable to other children, not just adults or with effort. Therefore she may need extra help with her speech from a speech & language therapists. Some of the activities of the SALT can be implemented in 1-to-1 time by a learning support assistant. If she needs extra help with dressing and undressing for PE, again support from an LSA.
I hadn't heard of Sotos syndrome until now, so sorry if I picked the wrong example with language and speech delay, just to give you an idea (and also because that's the bit I know about from my son who is profoundly deaf).