Impact Journal Logo

A case for providing bespoke internal CPD to help ensure equable SEND provisions across the profession

Written by: Caitlin Parker and Lewis Baker
8 min read
Caitlin Parker, Special Educational Needs Coordinator, The Academy of Contemporary Music, UK Lewis A Baker, Faculty of Engineering and Physical Sciences, University of Surrey, UK To meet the diversity of learning needs within the classroom, teachers face the challenge of keeping abreast of developments in educational research in order to implement sound curriculum design and pedagogical interventions to support learners with special educational needs and disabilities (SEND). However, according to the 2019 School Snapshot Survey, 59 per cent of teachers reported that there is not always appropriate training in place for them to ensure that students will receive appropriate SEND support (DfE, 2020). Additionally, further education (post-16) providers, academies and free schools do not require teachers to have qualified teacher status (QTS) or qualified teacher learning and skills (QTLS) status. One of the hallmarks of teacher training programmes that lead to qualified status is an ex

Join us or sign in now to view the rest of this page

You're viewing this site as a guest, which only allows you to view a limited amount of content.

To view this page and get access to all our resources, join the Chartered College of Teaching (it's free for trainee teachers and half price for NQTs) or log in if you're already a member.

    0 0 votes
    Please Rate this content
    Notify of
    Inline Feedbacks
    View all comments

    From this issue

    Impact Articles on the same themes

    Author(s): Bill Lucas