Most teachers are committed to these pupils but often lack the skills and resources to design and deliver appropriate lessons. Research, training and support at secondary level are minimal.
Most SEN funding is targeted at propping up individuals by use of teaching assistants in the vague hope that they (usually without planning, liaison and curriculum knowledge) will translate an often inappropriate curriculum for the young person.
Surely it would be more profitable for some of this funding to find its way into initial and in-service training and strategic development in order to allow teachers to develop expertise, skills and resources that will sustain generations of pupils?
Big Wood school, Nottingham