This section of the INCA website describes initial teacher training for teachers of students with special educational needs. For information on initial teacher training for teachers in pre-compulsory, primary, lower secondary and upper secondary mainstream education, see sections 7.1, 7.2, 7.3 and 7.4 of the mainstream country archive respectively.
Mainstream schools
When a child with a statement of special educational needs is placed in a mainstream school, extra support or provision is required, which may include a learning support assistant (LSA). The Department for Children, Schools and Families (DCSF) provides guidance on staff time per student in terms of teacher support and support from LSAs at primary and at secondary school age, taking account of the particular learning difficulties of the child. This guidance is based on observation of educational practice.18
Learning support assistants
Learning support assistants (LSAs) provide the extra help which is often needed to make it possible for children with special educational needs (SEN) to be educated within mainstream schools. LSAs do not need to have Qualified Teacher Status (QTS), although some LSAs are experienced teachers. Continuing professional development (CPD) is provided.19
The role of higher level teaching assistant (HLTA) has also been created. This support role is more complex and holders of the post have greater autonomy than other classroom support assistants. The Standards for Higher Level Teaching Assistants, published jointly by the, then, Department for Education and Skills (DfES) (now DCSF) and the Teacher Training Agency (TTA) (now the Training and Development Agency for Schools (TDA)) in September 2003, require that HLTAs know the definition of special educational needs (SEN), are familiar with the guidance about meeting SEN in the SEN Code of Practice and promote and support the inclusion of all students in learning activities.87
SENCOs
In addition, in all mainstream schools, a Special Educational Needs Coordinator (SENCO) is designated. This person is responsible for:
In a small school, one person may take on this role, possibly the headteacher or deputy headteacher. In larger schools, there may be an SEN coordination or learning support team.11
There is a national framework of standards for Special Educational Needs Coordinators (SENCOs), produced by the Training and Development Agency for Schools (TDA). These standards set out the additional knowledge, understanding, skills, attributes and expertise required by those teachers who coordinate SEN provision in a mainstream school. The standards clarify responsibilities arising from the national Code of Practice for SEN and provide a framework for the development of targeted professional training in relation to SEN. 12
Schools also have a teacher who is responsible for co-ordinating provision for gifted and talented students.66
Secondary level mainstream education
Most mainstream secondary schools appoint one or more teachers with specific expertise in the identification and teaching of children with special educational needs (SEN). Large secondary schools may have a separate special needs department. Children may be withdrawn from the mainstream class for remedial classes, or a teacher may support children with SEN in ordinary classes, either individually or as members of a small group. SEN specialists may work with groups of teachers to develop curriculum materials or teaching techniques.13
Special schools
Staffing for special schools consists of teachers, learning support assistants (LSAs) (see above) and, where appropriate (for example, in residential special schools), care staff and support staff. Where residential childcare staff are appointed in residential special schools, a suitably qualified person should be responsible for the care of children/students. This 'head of care' should not be the headteacher of the school.14
In mainstream and special schools, teaching methods and learning materials are decided by the class teacher, in consultation with expert colleagues who have a particular responsibility for that area.14
The Government's 2004 strategy for special educational needs (SEN) ‘Removing Barriers to Achievement’ set out its vision for enabling children with SEN to realise their potential and includes a long-term programme to support pre-school settings, schools and local authorities in improving provision for children with SEN. The aim is to raise the expectations and achievement of children with SEN by developing teachers’ skills and strategies for meeting such children’s needs. Working with the Training and Development Agency for Schools (TDA) and higher education institutions, the Government is seeking to ensure that initial teacher training programmes provide a good grounding in core skills and knowledge of SEN. In addition, the Government is working with higher education institutions to assess the scope for developing specialist qualifications.88
With regard to special educational needs (SEN), standards for the award of Qualified Teacher Status (QTS) require that all newly qualified teachers must demonstrate that they understand their responsibilities under the SEN Code of Practice, and know how to seek advice from specialists on less common types of special educational needs. This involves an understanding of the graduated framework of identification, assessment and intervention set out in the Code of Practice; the kinds of provision that might be made through normal or enhanced school provision, or through a statement of special educational needs; and the role of the class teacher or subject teacher within that framework. 66
There is no longer any initial teacher training (ITT) focusing on special educational needs as a specialist subject. All initial teacher training courses in England must provide all student teachers with basic knowledge and skills in the field of special educational needs (SEN). Requirements have been introduced to ensure that all newly qualified teachers are:
SEN teachers are usually classroom teachers with several years of teaching experience.85
Specialist SEN training
In addition to Qualified Teacher Status (QTS), teachers of classes of students with hearing impairment (HI), visual impairment (VI) or multi-sensory impairment (MSI) must, in addition, obtain a recognised specialist qualification within three years of appointment. This qualification must be approved by the Secretary of State as a so-called Mandatory Qualification (MQ). Institutions are approved to award MQs.66
In-service training
Continuing professional development (CPD) (in-service training) in special educational needs (SEN) is provided at a variety of levels. Government funding is made available to, for example:
This involves equipping such staff with the skills and competencies needed to improve the education of children with SEN and to help them to take account of revisions to the SEN Code of Practice. Funding is also available to cover costs associated with the development of a closer partnership between parents, schools, LAs and voluntary bodies in securing a better education for children with SEN.17
In-service training for special educational needs is available through full-time or part-time routes. Teachers mainly pursue advanced study (leading to postgraduate diplomas, certificates and possibly Masters' degrees) via part-time study, as securing secondments for study is increasingly difficult. Such full- and part-time courses are usually offered at institutions of higher education.84
Many schools and LAs run in-service courses for teachers. These are usually provided to address local need. Similarly, teachers' associations and voluntary organisations play a large role in providing specialist training and support for teachers in mainstream and special schools.84
Students following in-service training courses in special educational needs are normally required to be practising teachers.
NO INFORMATION AVAILABLE AT PRESENT.
There is no initial teacher training (ITT) focusing on special educational needs as a specialist subject. All initial teacher training courses in England must provide all student teachers with basic knowledge and skills in the field of special educational needs (SEN). Requirements have been introduced to ensure that all newly qualified teachers are:
There is a wide variety of in-service training courses available, covering a wide variety of aspects of special needs education. See section 7.5.2. for further information.
In order to be awarded QTS, trainee teachers must demonstrate that they understand their responsibilities under the statutory SEN Code of Practice; know how to seek advice from specialists on less common types of SEN; can differentiate their teaching to meet the needs of students, including those with SEN; and can identify and support students who experience behavioural, emotional and social difficulties.87
The Standards for the Induction Support Programme for those awarded QTS require that newly qualified teachers (NQTs) can demonstrate that they can plan effectively to meet the needs of students in their classes with SEN, with or without a statement of special educational needs and, in consultation with the SEN Coordinator (SENCO), contribute to the preparation and implementation of individual education plans or the equivalent.87
Once qualified, all teachers are expected to identify their development needs through performance management arrangements, and to address identified needs; this could include improving their assessment and teaching skills in the area of SEN, by undertaking appropriate professional development.87
Teachers of classes of students with hearing impairments, visual impairments or multi-sensory impairments must, in addition, obtain a recognised specialist qualification within three years of appointment (see 7.5.2). They are then fully qualified to teach students with these types of special educational needs (SEN).66
See 7.5.6.
There is a one-year statutory induction for all newly qualified teachers (NQTs) with Qualified Teacher Status (QTS), including teachers of students with special educational needs.85
It is the joint responsibility of the relevant school and local authority to ensure that, having completed initial teacher training and obtained QTS, newly qualified teachers (NQTs) receive a full induction programme. One of the induction standards that NQTs have to meet to complete induction successfully requires that they can plan effectively to meet the needs of students with special educational needs and contribute to the preparation, implementation, monitoring and review of individual education plans (IEPs) or the equivalent. 87
Charity funds to help teachers of talented and gifted children
A development charity, The Gatsby Foundation, offers some funding for three-week post-training programmes in teaching gifted and talented children for newly qualified teaching staff. The aim is to share the best methods of teaching and supporting gifted and talented young people.83
Improving SEN skills of trainee and established teachers
In 2005, the Government announced that it was to fund additional programmes aimed at improving the SEN skills and confidence of trainee and established teachers. The measures are designed to help teachers identify children with SEN and advise on how best to help them, which forms part of the Government's policy on integration. In addition, through SEN specialist schools, a network of experienced SEN tutors is being created to help trainees.89
In October 2007 the Government announced a new 'Inclusion Development Programme' (IDP) which aims to improve teachers' skills by advising them on developing teaching strategies for children with SEN and providing guidance on dealing with common challenges in the classroom. 100
NO INFORMATION AVAILABLE AT PRESENT.
NO INFORMATION AVAILABLE AT PRESENT.
A research project carried out between 1997-2000, "Special education and teacher training: an effective model of partnership between schools and a higher education institution", investigated the issue of special needs teaching during initial teacher training (ITT) courses. The project investigated whether newly qualified teachers (NQTs) following a Bachelor of Arts (BA) Qualified Teacher Status (QTS) course at a higher education institution (HEI) have the necessary knowledge and skills to meet the special educational needs (SEN) of children in their care. The aim of the research was to do this by developing an effective model of partnership between primary schools and the HEI. Following the research, recommendations were made as to how the quality of SEN training in ITT could be improved.81
NO INFORMATION AVAILABLE AT PRESENT.