There has been a growing emphasis in recent years on inter-agency working in respect of the care and development of children. This is of particular relevance when considering the needs of children with special educational needs (SEN). Teachers and healthcare professionals are two groups who need to have a clear understanding of the meaning and implications of diagnostic terms used in relation to SEN. This study reports on an evaluation of this understanding in two cohorts of student teachers and student nurses. Results indicate that while for certain conditions, both cohorts had a reasonable level of understanding of both the meaning and implications for practice of these terms, for other conditions student nurses had high levels of uncertainty. For both cohorts, where positive responses were given, these were often of a general nature and lacking in specificity. Recommendations are made for an increase in focus on SEN education by initial training providers in both disciplines. (Contains 8 tables.)