There has been a record increase in the number of children receiving additional support for special educational needs and disabilities (SEND), with the figure rising by more than 30,000 in a single year. A study from UCL and the Nuffield Foundation published earlier this year found gaps in teachers' and support staff's knowledge when it came to meeting the needs of pupils with SEND. Typically, training opportunities for both teachers and teaching assistants cover different types of SEND, such as autism and dyslexia, and attendance is voluntary.
The latest framework setting out core content for initial teacher training instructs providers to ensure SEND training is fully integrated. Trainees will need to be able to understand the SEND Code of Practice, recognise signs that may indicate SEND and ensure pupils with SEND can access the curriculum.
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