3rd Edition

Special Educational Needs for Qualified and Trainee Teachers
A practical guide to the new changes

ISBN 9781138775619
Published December 22, 2014 by Routledge
160 Pages

USD $46.95

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Book Description

This completely revised and updated edition, previously published as Special Educational Needs for NQTs and TAs, addresses the latest Teachers’ Standards, and their application in meeting the most recent developments and changes in the special educational needs system and the new SEN Code of Practice.

Essential reading and an invaluable guide for all qualified, newly qualified and trainee teachers, this highly practical text relates to those accessing SEN training via teaching school alliances, as well as Higher Education.

Full of tips and strategies on how to meet the needs of a diversity of children and young people with special educational needs, in a range of educational settings, chapters cover:

  • the latest Teachers’ Standards aligned to the most recent SEND changes
  • the revised SEN Code of Practice, the Children and Families Act, and the Equality Act and its related Duties
  • teaching schools, specialist leaders of education in SEN, and new training models for building teacher capacity in SEN
  • how to meet the latest OFSTED inspection requirements for SEND
  • what works best in the effective teaching of pupils with SEN and those eligible for the pupil premium

Featuring useful checklists, templates and photocopiable, downloadable resources to support professional development in SEN, this practical resource contains a wealth of valuable advice, in addition to signposting to further information.

This no-nonsense, down-to-earth authoritative text will provide essential reading for all experienced qualified, newly qualified and trainee teachers, as well as to those delivering SEND training in Higher Education, local authorities, and in teaching schools and their alliances.


Table of Contents

1. Working within the law and frameworks for SEN and disability

Demystifying the terminology

Legislation and developments in SEN and disability 2010-2014

The Children and Families Act 2014, Part 3

The SEND Code of Practice (0-25) 2014

The Equality Act 2010 and its related duties

OFSTED inspections and SEND

Teachers professional development for SEND

The concept, use and impact of the pupil premium


2. Promoting good progress and outcomes for pupils with SEN

Teacher accountability for SEN pupils’ attainment, progress and outcomes

Making best use of the DfE guidance on Progression

SEN Support: a graduated approach to ensuring the progress of pupils with SEN

The brain, memory and their influence on SEN pupils learning and progress

Meta-cognition improving the learning and progress of pupils with SEN

Supporting pupils with SEN to become independent learners

Setting relevant homework to enhance the progress and learning of pupils with SEN


3. Adapting teaching to respond to the strengths and needs of pupils with SEN

Barriers to learning for pupils with SEN and to overcome these

Learning styles

Differentiation to ensure effective teaching for pupils with SEN

The features of high quality teaching

Using questioning

Developing thinking skills

Meeting the needs of pupils with high-incidence SEN

Different stages of development informing the adaptation of teaching


4. Making accurate and productive use of assessment

The underpinning principles and purpose of assessment

Assessment terminology

The government’s latest assessment expectations and reforms

The SEND Code of Practice 2014 and assessment

The principles and practice of effective assessment for learning and SEN pupils

How best to give pupils with SEN assessment feedback

Using and analysing SEN pupil-level attainment data

How to engage pupils with SEN in assessing and reviewing their own learning


5. Effective behaviour management to ensure a good and safe learning environment

Identification of pupils with social, emotional and mental health difficulties

Government expectations regarding pupil behaviour

Different levels of classroom behaviour

Recording, analysing and tracking pupil behaviour

The four R’s framework for effective behaviour management

Twenty top tips for managing pupil behaviour

Meeting OFSTED expectations for pupil behaviour

Identifying and tackling bullying, including cyber-bullying

Concept, causes and characteristics of pupils with low self-esteem

Positive approaches to raising pupils’ self-esteem

Developing a safe emotionally intelligent learning environment


6. Fulfilling wider professional development responsibilities

Developing effective teamwork with other colleagues

Productive partnerships with multi-agency practitioners

Working in partnership with the SEN Co-ordinator

The concept and features of the person centred approach

Coaching and mentoring to build teacher capacity in SEN

Deploying teaching assistants effectively

Effective partnership working with parents and carers of pupils with SEN

Using the structured conversation to strengthen parental communication


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Rita Cheminais is a freelance education consultant, author and national speaker.