The strengths and challenges that impact provision for learners with SEND: Perceptions of teachers and teaching assistants – A case study

Green, Victoria and Middleton, Tristan ORCID: https://orcid.org/0000-0001-8111-3856 (2025) The strengths and challenges that impact provision for learners with SEND: Perceptions of teachers and teaching assistants – A case study. Educational Futures, 16 (2). (In Press)

Text Green and Middleton 2025 SEN Accepted Version.pdf - Accepted Version Restricted to Repository staff only until 6 December 2025. Download (1MB)

Abstract

This article explores the perceptions of teachers and teaching assistants concerning the strengths and challenges encountered in effective provision for learners identified with special educational needs and disabilities (SEND). Taking a case-study approach within one primary school in the South-West of England, the data were gathered through online questionnaires, drop-in observations and focus groups. Whilst key findings broadly concurred with extant literature, the research highlighted some particular areas of importance, such as high-quality teaching, continuing professional development (CPD), collaboration and communication, and identified the importance of inter-staff relationships in developing provision for all learners. The study emphasises the interconnectedness of these facets, highlighting their collective importance in enhancing provision for learners with SEND and will be of interest to headteachers, SENCos and teachers when considering their own school practices. Moreover, the findings offer important prompts for thinking relating to the way in which national policy needs to focus in order to develop provision.

Item Type:	Article
Article Type:	Article
Subjects:	L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1501 Primary Education L Education > LC Special aspects of education
Divisions:	Schools and Research Institutes > School of Education, Health and Sciences
Depositing User:	Tristan Middleton
Date Deposited:	06 Oct 2025 08:50
Last Modified:	07 Oct 2025 13:00
URI:	https://eprints.glos.ac.uk/id/eprint/15305

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