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Special Educational Needs

Special Educational Needs and Disability (SEND) Reform in England - Myths and Facts

Through its work in the programme of talks with the DfE, the NASUWT has been able to secure publication of information that clarifies expectations of schools on SEND reform in England and challenges common myths. The information can accessed here (opens in external site). Members with concerns about how SEND reform is being implemented in their schools should contact their Local Association or Regional Centre.

Special Educational Needs and Inclusion

SEN touches the professional lives of all teachers and school leaders.

The NASUWT has a substantial interest in issues relating to SEN and inclusion. Therefore, in April 2008 the Union published Special Educational Needs and Inclusion: Reflection and Renewal, research undertaken by Canterbury Christ Church University which examined interpretations of SEN and inclusion across the UK.

It also looked at the key issues for classroom practice and issues relating to pupil behaviour and SEN.

The NASUWT commissioned further research to follow up the findings from that report. 

This research examined teachers’ experiences of the variation in interpretations of SEN and inclusion. It also looked at the nature of SEN-related support for teachers and schools and teachers’ experiences of that support, including training and professional development. The report can be downloaded from the resources section on this page.

The NASUWT has produced guidance for members in England.

Briefing on SEND reforms for teachers

Briefing on SEND reforms for SENCOs

Briefing on SEND reforms for school leaders

SEND guidance for teachers - England

SEND guidance for school leaders - England


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