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Special Educational Needs
SEN
The changing landscape
T
he law, and education, is transforming to reflect the changes in the Research has also suggested that a large percentage of CPD looks at the
SEN landscape. Recent statistics indicate that as many as one in knowledge base, specific teaching techniques, pedagogy skills and the
five children in the UK have a special educational need (SEN); a curriculum. These topics can often be addressed via published materials;
number that has increased steadily in the past four years. journals, education publications and the websites of Government associations
This has resulted in a number of changes; for example, teachers such as the Qualifications and Curriculum Development Agency (QCDA), the
undergoing Bachelor of Education Initial Teacher Training (BEd ITT) now Training and Development Agency (TDA) and the Department for Children,
undertake a module on special educational needs and existing SENCOs now Schools and Families (DCSF). In addition, Teacher’s TV offers SEN-specific
have qualified teacher status. Newly appointed SENCOs now receive videos which can be a very useful guide.
accredited training in order to further increase the quality of teaching for SEN
All SEN children should receive an
pupils in mainstream education.
education that meets their needs
“The Government’s latest education White Paper, released in June 2009,
recognised the importance of having an inclusive and targeted approach Effective training should be provided within a coherent framework, to meet
to ensuring that all SEN children receive an education that meets their both the needs of individuals and organisations and services. This implies a
needs,” says Lorraine Petersen (OBE), CEO of Nasen, the leading association breadth of approaches at a range of levels, which should, wherever possible,
embracing all special and additional educational needs. be underpinned by accreditation.
“These measures are welcome but ensuring that vulnerable young learners Schools will find it easier to meet this obligation by making Measures of
receive the best possible start in life also requires a commitment to progress, Children’s Mental Health & Psychological Wellbeing: A Portfolio for Education
development and flexibility. As new research emerges, so too do new and Health Professionals available to teachers in the classroom. Published by
teaching techniques. Professional development is an integral component of GL Assessment, this valuable collection of paper-based assessments is
the commitment to an inclusive and personalised education for all learners designed to help make the early recognition and identification of children
and there are many ways for educationalists – from SENCOs, school with emotional and psychological needs much simpler, ensuring specialist
governors and headteachers to front line teaching staff and assistants – to help can be provided quickly to those who need it.
keep abreast of the latest developments in SEN teaching,” she adds. Using the tests, schools will be able to measure a range of psychological
All teaching staff are entitled to high quality continuous professional wellbeing issues, such as whether their pupils feel accepted and respected,
development (CPD) so that they can confidently provide for all children, how well they are coping with the stresses of daily life, how much they enjoy
including those with additional support needs. Professional development their time in school and to what extent they are adopting healthy lifestyles.
should not be seen solely as addressing weak areas or as a ‘top up’ of The results are essential to enabling children to achieve their potential and
specialist knowledge, but as an embedded part of professional life. progress in school.
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www.education-today.co.uk February 2010
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