Balancing Acts: Policy agenda for teacher education and special educational needs

Taking Special Education as a 'case', this paper has a more general concern to show how legislation effectively defines teachers' tasks, and hence those of teacher educators. The paper draws explicitly on a number of professional development agenda derived from legislation and academic research. Brought together in this way, these show how successive UK Acts of Parliament require of teachers and teacher educators an ever-growing and sometimes conflicting repertoire of skills.