Teacher training providers have expressed scepticism that more training alone can solve the special educational needs and disabilities (SEND) crisis.
In comments shared with Tes, providers also told the National Association of School-Based Teacher Trainers (NASBTT) that their training programme did not have enough time to “cover the breadth and depth of needs”.
The concerns come after Ofsted warned that some trainee teachers are missing out on “crucial practical strategies” for supporting pupils with SEND.
‘Systemic change’ needed on SEND training
NASBTT polled 75 initial teacher training providers about how prepared their trainees were to address rising SEND needs.
A substantial number of providers argued that escalating levels of complexity “cannot be addressed without systemic changes”.
This included smaller class sizes, more support staff, protected time for planning and collaboration, and sufficient planning, preparation and assessment (PPA) time.
Providers also pointed out that mainstream schools “often lack the capacity, staffing and flexibility to meet complex needs, even when teachers have relevant training”.
Suggestions for training included moving “beyond awareness to practical application”, which “would enable teachers to respond flexibly and confidently to a more complex mainstream classroom landscape”, one respondent said.
Others argued that SEND should be integrated into the whole of provision, rather than having one specific training element.
Trainees’ ‘limited’ curriculum time
Respondents also warned that the level of curriculum time available on their programmes was “extremely limited”.
This meant it was “unrealistic to cover the breadth and depth of needs expected”, providers warned.
Another provider said that it is a “systemic issue of limited time and resources to be able to put into practice the skills and knowledge acquired in training”.
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