TEACHER TRAINING

All those seeking Qualified Teacher Status, by whatever route, must have basic knowledge and skills in the field of special educational needs and be familiar with the respective Code of Practice for their country (www.tda.gov.uk)   Newly qualified teachers are  subject to statutory induction standards when they begin teaching; these include the requirement to plan effectively to meet the needs of pupils with special educational needs.

The Education (Teachers) Regulations 1993 require that all teachers of classes of hearing-impaired pupils and visually-impaired pupils must obtain a relevant, additional, approved qualification within three years of appointment.  Continuing professional development (CPD) in special education is provided by a range of organisations, including LAs, higher education institutions, independent consultants  and voluntary agencies, as well as mainstream and special schools themselves (either for their own, or other schools’, staff).  Schools receive  a School Development Grant which they can use for CPD if that is felt to be a need.  

The Training and Development Agency for Schools (TDA) is working on a series of projects designed to improve the coverage of special educational needs and disability issues in the initial training received by those intending to be teachers, including the creation of new study units. We are also introducing new specially produced training materials to bolster the confidence of those teachers already in post. These materials, developed under the Inclusion Development Programme, focus in 2008 on children with communication difficulties (speech, language and communication needs and dyslexia) and in 2009 on autistic spectrum disorders.  In addition, TDA is also working on nationally accredited training arrangements for those charged with co-ordinating SEN provision in schools - the special educational needs co-ordinator (SENCO).