SEN proposals: University of Reading Institute of Education
Dr Cathy Tissot, director MA in education, said: “One of the things that this report is not really addressing is the fact that schools need to increase the number of teachers with specialism in this area, such as allowing SEN to be a focus for initial teacher training as well as continuing funding for the SENCO Qualification. Both of these will start to address the real issue which is to provide trained staff to meet the very diverse needs of the current school population which reflects the ethos of inclusive education.
“The main concern I have is not about the children who are very affected by their disabilities and have a strong parental advocate, it is for the largest group of children who are falling behind their peers and need targeted timely support. Those who come from families with other priorities or challenging circumstances, or perhaps lack awareness of what resources and support would best meet their child’s needs would also need considering.
“Quality first teaching can address this to some extent, but the expertise and interventions that are offered in schools around the country will no longer be funded to the current extent if schools and Local Authorities do not have the resources to provide support.
“The Government’s announcement today is welcome in many ways. The main complaint heard from both families, teachers and SENCOs is the bureaucratic burden that accessing support can bring. To have a joined up system where health, social services and education work together is a positive step forward, provided that this new system is transparent and timely in making decisions.”
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