ABSTRACT
This chapter provides a blueprint for the future. There are distinctions to be drawn amongst recipes, blueprints and visions. Perhaps the greatest controversies over the future shape of teacher education for special educational needs (SEN) will hinge on the degree of specialisation which the system supports, the nature of that specialisation and whether it continues to stress alternative pedagogies. Special education over the last century has concerned itself with the separation of specific groups of children who, after they had been separated, would be taught differently. Whilst to British readers this appears alien, it is perhaps a more honest articulation of the world-view which is taken by the educational establishment; the assumption is that there is something wrong within the child which has to be remedied. It has concentrated on the education of those with higher attainments and more acceptable social attributes and has failed to address the needs of those with learning difficulties.
