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Teacher experience of SEND and inclusion report

Principal focus of the project

The predominant focus was the variability inherent within the identification, provision and outcomes in relation to Strategic development and planning.

Areas of learning
What is this about and what were the main findings?

The researchers concluded that providers needed to identify what provision their students needed in order to make progress in the setting in which they were placed. When provision and progress were placed at the heart of identification of SEN, then it was the current ‘educational need’ rather than any inherent ‘learning difficulty’that became the main focus    for    teachers’assessment.If initiatives for teacher training and CPD for SEN were to impact on teaching quality and outcomes for pupils with SEN, then they needed to address issues of relevance, feasibility and, of course, quality. The brokering     of  the government’s relationship  with  teachers  through  policy  dissemination required  significant  reappraisal. There was a strong view  amongst teachers that the  inclusion and progress of SEN pupils  is dependent upon additional TA    support. In the context of cuts  to services and the changing role for LAs, the authors concluded that providers would need to establish a new relationship with their LA  and a range of other services,    including health and care services and the third sector. Data was gathered from document analysis and interviews/survey. 

Resource form
Number of participants who worked with the project
Name(s) of authors

Simon Ellis - Cantuerbury Christ Church Univerisity


A report exploring how teachers are experiencing policy and practice for SEND and inclusion in their schools. 

Resource Type: Report
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