The point I would wish to add is that we should avoid competitiveness and promote partnership between NGOs, statutory services, Universities and children and families themselves. This should be reflected in the Criteria for Grant applications Q8. Whilst this latter shift in thinking has been gradually taking ground, policy and practice regarding staff development in SEN have remained relatively influenced by the former culture. At the outset, I wish to make clear that I believe that there is a demand for appropriate staff training and to promote 'specialised areas of knowledge'. Whether practice should continue in its present form is another matter.
Staff development is most effective when it is rooted in the concerns and practices of schools.
If this principle is to apply, then schools must be given the authority, resources and be accountable for the quality of teaching and learning experienced by all pupils, including those with special educational needs. At present, local authorities retain the remit for SEN training, thus maintaining a contradiction between the school's responsibility for all pupils without a parallel responsibility for all staff development. There are similar examples from other specialist fields. Until and unless this is accepted, there is little prospect of inclusive education becoming a reality. Modules addressing these areas should be essential parts of staff development and qualifications for ALL teachers and not be relegated to SEN teachers and awards.