ABSTRACT
It is recognised that learning has cognitive, social and emotional dimensions. Consequently, teachers need to think about how to develop intellectual and mental representational skills alongside consideration of the social environment within which learning takes place and the individual needs of the child. Pupils with SEN, like their non-disabled peers, learn in different ways and it is important to acknowledge that this is affected by relationships with teachers. Thus, in order for effective learning and engagement to take place, teachers need to have a sound grasp of a wide array of issues and concepts in order to maximise children’s physical, social, intellectual and emotional development.
