“…For evidence-based practice for special educational needs to be properly developed in schools, the literature points towards the need for teachers, both at pre-service and inservice stages, to have opportunities to engage in collaborative problem-based reflective enquiry which allows them to flexibly consider how evidence-based approaches can be individually applied within the local classroom context (Csanadi et al, 2021;Hick et al, 2019b;Mintz et al, 2020Mintz et al, , 2021Russo-Campisi, 2017). At the same time, there is also support in the literature for the potential for teachers with specific training and knowledge in the effective inclusion of children with SEN, and in specific evidence-based practices, to support generalist teacher colleagues in achieving high-quality teaching, including the flexible use of evidence-based approaches, tailored to the needs of individual children (Cochran-Smith and Dudley-Marling, 2012;Fitzgerald and Radford, 2020;Hornby, 2020).…”