INCA Education around the world
Wales : Initial Teacher Training
7.5 Initial training of teachers working with students with special educational needs in publicly funded mainstream or special schools
7.5.1 Control
7.5.2 Types of training institutions and courses
7.5.2.1 Admissions
7.5.3 Trainers
7.5.4 Curriculum for initial teacher training
7.5.5 Qualifications and standards
7.5.5.1 Qualifications and entitlement to teach
7.5.5.2 Probationary periods
7.5.6 Post-qualification induction periods
Please note that the initial teacher training sections of the website were originally funded by the Training and Development Agency for Schools (TDA). They have not been updated since March 2009 and the information provided in them by have been superseded.
7.5 Initial training of teachers working with students with special educational needs in publicly funded mainstream or special schools
See 4.5.4 for information on the different types of support roles for students with special educational needs (SEN) in schools in Wales.
7.5.1 Control
The SEN Code of Practice for Wales provides practical advice to local authorities (LAs), maintained schools, early years settings and others on carrying out their statutory duties to identify, assess and make provision for children's special educational needs.81 It is available at http://www.learning.wales.gov.uk/scripts/fe/news_details.asp?NewsID=1206.
The standards for Qualified Teacher Status (QTS) require that all newly qualified teachers are familiar with the Code of Practice on the identification and assessment of special educational needs and, as part of their responsibilities under the Code, implement and keep records on Individual Education Plans (IEPs) for students at stage 2 of the Code and beyond. 80 83
In addition, the Welsh Assembly Government has produced a 'Handbook of Good Practice for Children with Special Educational Needs', which aims to help schools working with children and young people with SEN. 82
See section 7.1.1 of the mainstream archive for information on the standards to achieve Qualified Teacher Status (QTS) in Wales.
7.5.2 Types of training institutions and courses
There is no programme of initial teacher training (ITT) focusing on special educational needs as a specialist subject. All initial teacher training courses in Wales must provide all trainees with sufficient knowledge and skills in the field of special educational needs (SEN) so that they:
- Are familiar with the Code of Practice on the Identification and Assessment of Special Educational Needs (see above and section 1.2.1 of this Archive).
- As part of their responsibilities under this Code of Practice, keep records on and implement individual education plans (IEPs) for students at stage 2 and above of the Code (see 1.2.1).
- Are able to identify students with SEN in their classes and know where to obtain help to give positive and targeted support. 115 83
Specialist SEN training
All teachers of classes of hearing-impaired students and of visually-impaired students must obtain a relevant, additional approved qualification within three years of appointment. 116
In-service training
Continuing professional development (CPD) (in-service training) in SEN is provided at a variety of levels. The National Assembly for Wales (NAfW) makes funding available, for example, to:
- Support the training of teachers, headteachers, SENCOs (see 4.5.4), learning support assistants (LSAs) (see 4.5.4) and governors in publicly-funded mainstream or special schools.
- Support the training of teachers, LSAs and educational psychologists in local authority (LA) support services. 117
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 (see section 1.2.1). 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 students with special needs. 118
CPD in SEN
The Welsh Assembly Government (WAG) has established a task group of all higher education institutions across Wales to consider the issues of CPD in special educational needs and provide advice via the Welsh Advisory Group on Special Educational Needs (WAGSEN). 83
The group has developed a bilingual (English and Welsh) e-learning course for teachers and Learning Support Assistants (LSAs) that aims to help teachers and LSAs to work more effectively with students with additional learning needs and raise awareness of the factors involved in developing an inclusive school. 83
7.5.2.1 Admissions
See sections 7.1.2.1, 7.2.2.1, 7.3.2.1 and 7.4.2.1 of the mainstream archive for admissions requirements for courses of initial teacher training (ITT).
Students following in-service training courses are normally required to be practising teachers.
7.5.3 Trainers
NO INFORMATION AVAILABLE AT PRESENT.
7.5.4 Curriculum for initial teacher training
There is no programme of initial teacher training (ITT) focusing on special educational needs as a specialist subject. All initial teacher training courses in Wales must provide all trainees with sufficient knowledge and skills in the field of special educational needs (SEN) so that they:
- Are familiar with the 'Code of Practice on the Identification and Assessment of Special Educational Needs' (see section 1.2.1 of this Archive).
- As part of their responsibilities under this Code of Practice, keep records on and implement individual education plans (IEPs) for students at stage 2 and above of the Code (see 1.2.1).
- Are able to identify students with SEN in their classes and know where to obtain help to give positive and targeted support. 115 83
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.
7.5.5 Qualifications and standards
7.5.5.1 Qualifications and entitlement to teach
Once Qualified Teacher Status (QTS) is gained, teachers are qualified to teach the majority of students with special educational needs (SEN) in the age range in which they are qualified to teach. However, in-service specialist training is of great importance in order that teachers are equipped to teach students with SEN effectively. SEN teachers are usually classroom teachers with several years' teaching experience.79
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. They are then fully qualified to teach students with these types of special educational needs (SEN).78
7.5.5.2 Probationary periods
See 7.5.6.
7.5.6 Post-qualification induction periods
There is a one-year statutory induction period for all newly qualified teachers (NQTs) with Qualified Teacher Status (QTS), including teachers of students with special educational needs. See sections 7.1.6, 7.2.6, 7.3.6 and 7.4.6 for information on the induction period for teaching in mainstream schools.79
