‘I was confident about teaching but SEN scared me’: preparing new teachers for including pupils with special educational needs

Abstract

This article is based on a research study undertaken with a small group of student teachers in an English university. They took part in a specialised school placement with pupils identified as having special educational needs, one of a range of current government initiatives designed to increase their capacity to work inclusively in schools. The students were placed in schools that were successful in working with children with special educational needs, undertaking set activities and tasks to increase their professional development. Findings from the project indicated an increase in students’ confidence and skills in working with children with special educational needs that was sustained in their final teaching practice. The issues raised by the specialised placement and the associated government ‘Inclusive Development Programme’ initiatives for student teachers are explored, drawing out considerations and recommendations for teacher educators.