1. Looking back and going forward: materials to support the teaching of pupils with SEN and/or disabilities Glendra Read, Institute of Education, University of London

2. Need for national consistency across ITE Validation of practice in effective institutions Improvement to the practice of less effective institutions Progression in training – a unified strategy/staged model Linked to the revision of the professional standards TDA commissioned IoE to trial pilot projects

3. Aims of the projects To drive forward knowledge, skills and understanding of trainees in inclusive practice for SEN and disability To help trainees develop inclusive teaching skills to remove barriers to learning and participation for pupils with a wide range of needs To devise approaches and materials to support the fulfilment of these aims

4. Does the pupil with SEN and/or a disability need a special pedagogy? Davis and Florian (2004) reported that the more important agenda is how to develop a pedagogy that is inclusive to all learners Norwich and Lewis (2007) reported that only pupils with autism spectrum condition and ADHD were seen as requiring a pedagogy that is specific to their group needs

5. The research also tells us… Listen to the individuals (we know from research that teachers still talk through 60-75% of most lessons) Poor acoustics damages the attainment of all, particularly pupils with SEN (Shield and Dockrell 2002) English building regulations for schools have been tightened - future generations will benefit Look at the evidence of what works for pupils with SEN Build what we learn into our education systems

6. Resources – the elements E118 primary undergraduate sessions E24 week placements in special schools E3Taught sessions for NQTs for LAs E4Electronic portal E5Assessment/exemplars for trainees/NQTs E818 secondary undergraduate sessions E9PGCE taught sessions E10Personalised learning task E1114 subject booklets and 17 SSTs

7. Results from the pilot of E1 Trialled successfully in 9 institutions with 700 trainees Very positive responses: comprehensive coverage, quality and relevance Tutors reviewed their programmes and brought the materials into them Wide variation in approaches

8. Results from the pilot of E2 Trialled successfully in 17 universities with 250 trainees Very positive across all universities and schools Trainees enthused about the experience, the commitment of staff and the effects on the way they felt about their teaching careers On balance, the data suggested a preference for a four week model, because of the powerful impact it could have on trainees development as teachers The experience worked best in Y3 of a 4 year course

9. The Ofsted review All PGCE courses were at least satisfactory in preparing trainees to teach pupils with LDD Variation in practice and quality throughout Heavy reliance on school placement: worked well in some schools, less well in others Planning of other adults work was good, the monitoring of it weaker Insufficient co-ordination of quality assurance procedures between providers and schools (Ofsted, 2008, How well new teachers are prepared to teach pupils with learning difficulties and/or disabilities) HMI: 070223.

10. The aims of E5 To encourage professional dialogue between trainees and their tutors/mentors about effective practice in teaching pupils with SEN and/or disabilities To relate that dialogue to the professional standards – and thereby help to promote consistency of assessment against the standards

11. Results from the pilot of E5 Trialled in 5 universities and 12 LAs Welcomed as innovative and helpful Improved dialogue between schools/universities and schools/LAs Strengthened role of SENCO/Inclusion manager in supporting NQTs Involved mentors more robustly in SEN issues Gave trainees a broader view of SEN and disability issues

12. The Ofsted view: the journey The best NQTs were: grounded in LDD pedagogy; skilled communicators; reflective practitioners; identified what worked and what didnt; accepted responsibility for the good progress of all. Thank you