Chapter 3: Teacher education and SEN – policy landscapes and impetuses

Abstract

IntroductionThe policy landscape in England for teacher education is undergoing 'turbulent times' (Whitehead, 2011) with diversification of routes into teaching and an increasing emphasis on schools-led provision (DfE, 2010(DfE, , 2011. Policy frameworks and contexts for special educational needs (SEN) are also changing. This paper explores the field of SEN within the context of teacher education in England. The policy landscape for each of these aspects is described and explored, then analysed with in relation to general-specialist dimensions of teaching, examining how different policy drivers pull/push in different directions. Possible implications for teacher education are then considered.