Educational reforms proposed to support SEND and English learners

Educational organizations and researchers are addressing gaps in support for students with special educational needs and disabilities (SEND) and English learners.

The National Association of Special Educational Needs Teachers in Training (NASBTT) has unveiled a plan to bridge the practice gap in teacher training. Rather than simply increasing SEND hours in existing nine-month programs, the proposal suggests redesigning how teachers are prepared to manage uncertainty and adapt their teaching. Key recommendations include co-creating a national content map for SEND, strengthening school-based mentoring, and requesting that the Department for Education (DfE) develop measures to track trainee confidence and competence rather than just curriculum inputs.

Separately, concerns have been raised regarding the support of dually identified students—English learners who also have disabilities. A survey by the EdWeek Research Center indicated that 75 percent of educators believe their school systems lack sufficient appropriately trained staff to meet the needs of English learners in special education.