ABSTRACT
The publication of the DISS project and subsequent, related, studies have sounded loud notes of caution concerning any assumption that in-class support for youngsters with Special Educational Needs and Disability (SEND) automatically helps academic attainment and personal development in direct proportion to the number of hours allocated. Teacher responsibility for the learning of pupils with SEND was being devolved to Teaching Assistants (TAs). The school SEND policy should specifically state, and departmental policies must echo, that the responsibility for the learning of pupils with SEND remains squarely with the class teacher. He or she must be involved in both the curriculum planning for a pupil and in teaching that pupil in the classroom. Pupil reaction to learning activities and progress towards expected learning outcomes must be taken into account through some form of feedback system. Again Anne Watkinson's planning sheet provides a valuable opportunity for feedback.
