The SEN Practitioner: Status, skills and support

Middleton, Tristan ORCID: https://orcid.org/0000-0001-8111-3856, Wharton, Julie, Soan, Sue, Scott, Angela, Johnson, Sarah, Alston, Sara, Piper, Dennis, Clouter, Julia, Preston, Simon, Lyn, Mark, Reid, Jonathan, Jones, Phil, Kay, Lynda ORCID: https://orcid.org/0000-0001-5693-9533, Gibson, Jon and MacMeekin, Hilary (2026) The SEN Practitioner: Status, skills and support. Spotlight . Routledge, Abingdon, Oxon. ISBN 9781003623847 (In Press)

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Abstract

The ‘SEN Practitioner’ can take many forms, from the SENCO, pastoral lead or nurture practitioner to the teaching assistant or classroom teacher. All are essential lynchpins within the education system who provide inclusive opportunities for children with SEND. This rich, edited collection explores the range of practitioners that make up the SEN workforce and considers their skills, attributes and needs in depth. It focuses on practitioners in a range of settings, including mainstream, special schools, and alternative provision, and provides comprehensive guidance on what each role entails. Chapters also consider the diverse needs of SEN practitioners and share perspectives from neurodivergent professionals, which thoughtfully explore how practitioners can be developed and supported themselves. Throughout, reflections and takeaways are included, to prompt readers to identify how key insights can be transferred to their own setting and practice. By drawing together chapters from a range of contexts, this book provides an essential overview of the diversity of the SEN workforce and key next steps for further training and development. It will be valuable reading for SENCOs, MATs, and CPD Leads, as well as students of education, inclusion and SEND.

Item Type:	Book
Subjects:	L Education > LB Theory and practice of 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:	22 Jun 2026 10:33
Last Modified:	22 Jun 2026 10:33
URI:	https://eprints.glos.ac.uk/id/eprint/16173

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