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The impact of using adaptive teaching case studies in Initial Teacher Education (ITE)
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Authors
Editors
Date
2026
Educational Level
ISCED Level 6 Bachelor�s or equivalent
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Within a Primary Initial Teacher Education programme, an Ofsted inspection highlighted that trainee teachers lacked confidence in articulating adaptive strategies for pupils with SEND. A Whole School SEND Professional Development Group approach was used to integrate adaptive teaching case studies into on-campus training. Trainees analysed real-world scenarios, engaged with a practising SENCo, and developed pupil profiles using SMART targets. Evidence of impact includes a marked shift from superficial responses to all trainees producing detailed, measurable and costed adjustment plans, improved confidence in identifying reasonable adjustments, and stronger preparedness to implement inclusive practice during placements and early career teaching. The approach demonstrates the value of case-based learning in strengthening SEND competence within ITE programmes.
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Keywords (free text)
inclusion, special educational needs and disabilities (SEND), adaptive teaching, teacher professional development, initial teacher training