NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1026720
Record Type: Journal
Publication Date: 2013-Aug
Pages: 11
Abstractor: As Provided
ISSN: ISSN-0268-2141
Training Special Educators: Sustaining Professional Development in Special School Placements
Peter, Melanie
Support for Learning, v28 n3 p122-132 Aug 2013
With the rapidly changing demographic due to survival rates from medical advances, the need to strengthen training on SEND is now recognised, and special school placements valued, having been previously marginalised within initial teacher training. Practices developed since 2008 at one university to support progression of trainees to gain advanced and specialist skills in SEND were evaluated for effectiveness. This involved ten school mentors, 14 primary trainees on four-week extended enrichment placements and three trainees with prior experience on final formally assessed seven-week placements in special schools. This article presents the resulting consolidated developmental placement structures and a proposed compulsory one-week model for trainees to gain core skills, underpinned by a shared understanding of trainee professional development needs and related support systems. Quality mentoring practices and sustaining trainees' emotional learning journey were integral to their developing pedagogical skills and understanding, so endorsing the debate for more humanistic approaches to teacher training.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A