ABSTRACT

This chapter offers practical suggestions for using the tools to assist in identifying and sharing good practice. It also considers the value of working collaboratively to create a consistent approach to differentiated teaching that builds on existing skills and knowledge, identified by the opportunities for self-evaluation. Special Educational Needs (SEN) provision is generally led by a SEN co-ordinators (SENCO) or an Inclusion Manager. The SENCO can provide essential support and guidance in making provision for pupils with Special Educational Needs Disability (SEND). As a result, SEND has found its place as an obligatory part of all Initial Teacher Training (ITT) Programmes. The DR GOPTA and MR CHUFFI agendas can provide a common language and a flexible framework for feedback about SEND provision. It's important to consider opportunities for pupil feedback and helpful to have a broad view of training and to be aware of the variety of both educational and specialist providers and platforms.