Preparing all initial teacher training students to teach children with special educational needs: a case study from England

The successful education of children with disabilities and special educational needs in ordinary schools depends on all teachers having a basic core of relevant information, knowledge and skills, as well as positive attitudes to the education of such children in ordinary schools. This paper discusses recent developments in the incorporation of compulsory and optional elements concerned with meeting special educational needs into the initial (pre‐service) training of teachers. The paper will draw on current practice and problems in the United Kingdom.