ABSTRACT
Throughout this book there has been reference, both implicit and explicit, to the professional development of all members of staff concerned with pupils with special educational needs and their inclusive education. Professional development, particularly for teachers, has been a topic of concern for successive governments, but little has been done to co-ordinate approaches or to ensure that a clear model has been devised. Even less has been achieved for the many other professionals, practitioners and administrators who are part of the staff of schools, and who all make a contribution to the teaching and learning of their pupils.
