There appears to be a distinct lack of clarity about who or what a specialist teacher is or might be. There is a great deal on knowledge and understanding, but it appears rather light on 'doing' e.g. standards of proficiency - clear definitions would be helpful here. The way it is written could create conflict between the SEN specialist standards and those of the school in which they work. They too have responsibilities and with low incident conditions such as autism often very clear ideas of what they want - which may be in conflict with what a school can achieve. Inter agency working needs to be explicit on identifying responsibilities.
Recognition is needed in acknowledging children are developing rather than being 'empty vessels'.
Further clarification is needed as to whether core standards demonstrate the differences of SEN - lots of knowledge but light on depth of knowledge expected a. Core standards could include viii 'have access to appropriate training opportunities to enhance and update the knowledge base'. This then becomes an entitlement document for staff. There is often an overlap between specialist standards e.g autism and speech, language and communication difficulties. This is probably true of the others.