Impact Journal Logo

Inclusivity, the trainee teacher and the ‘black hole’ of special educational needs and disabilities

Written by: Amy Hadfield
7 min read
Amy Hadfield, Specialist SEND Teacher and SENDCo, UK Although the approach to special educational needs and disabilities (SEND) has seen an improvement since the creation of the SEND Code of Practice (2014), there are still advances to be made, with improvements in initial teacher training (ITT) being one of them. Pre-2015, UK policymakers were so concerned about one aspect, ITT in education, that they funded the ‘Towards a new reality for teacher education for SEND – DfE SEND in ITT project report and roadmap for SEND’ (Mintz et al., 2015), as it was thought that ‘[with]in initial teacher training in the UK there is not enough emphasis on special educational needs and disabilities (SEND)’ (Mintz et al., 2015, p. 6).  That being said, over recent years, improvements have been made to many aspects of SEND in education. The introduction of the SEND Code of Practice (DfE and DHSC, 2014) and, most recently, the Green Paper (DfE and DHSC, 2022) has added a legal emphasis on t

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