Loading...
Supporting SEND Leaders to Drive Inclusive Practice: A Train-the-Trainer Model for High Quality Teaching
Files
Loading...
WSS-A8-109_ELIP.pdf
Adobe PDF, 356.2 KB
Citations
Altmetric:
Authors
Editors
Date
2026
Educational Level
ISCED Level 1 Primary Education
ISCED Level 2 Lower Secondary Education
ISCED Level 3 Upper Secondary Education
ISCED Level 2 Lower Secondary Education
ISCED Level 3 Upper Secondary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: This initiative arose from regional SEND networks with a focus on enhancing pedagogical confidence among Special Educational Needs Coordinators (SENCos) and SEND Leaders. The project sought to address an identified gap in the preparation of educators to effectively support pupils with diverse additional needs, emphasizing scalable and universal teaching methods to benefit all learners.
Aims: The primary goal was to equip SENCos with research-informed strategies related to the four broad areas of need: Sensory & Physical, Cognition & Learning, Communication & Interaction, and Social, Emotional & Mental Health (SEMH). The initiative aimed to empower these leaders to effectively disseminate knowledge and practical strategies within their respective schools.
Methods: A structured implementation process was adopted, beginning with the exploration phase where SEND Leaders and SENCos were consulted. The team identified common conditions across the broad areas of need and subsequently researched classroom challenges associated with each. They developed high-quality teaching strategies and training materials, which included immersive activities to allow participants to experience barriers faced by pupils with SEND. The training was delivered in two formats, either as full-day sessions or as smaller, phased sessions, with continuous monitoring through participant feedback.
Findings: The training significantly improved participants' confidence and pedagogical practices, with SENCos rating their empowerment in influencing teaching and learning highly. The phased training approach was shown to facilitate better retention of information and provided adaptable strategies applicable across a variety of educational needs. Collaborative networks among participants were strengthened, fostering a community of practice.
Implications: The findings illustrate that immersive, research-informed training can enhance understanding and empathy towards pupils with SEND. The development of universal strategies proves effective for a diverse learning population, while the expertise of trainers is crucial for successful implementation. Flexible training models allow for greater accessibility, and ongoing adaptations based on feedback ensure sustained relevance and effectiveness in practice. This model presents a practical framework for enhancing inclusive teaching and learning environments.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), teacher professional development