Transitioning Quality of Provision Through Quality Learner Profiles

Abstract

We are in an ‘era of accountability’ (Quinn, 2013). Exchequer spending on special education and provision has increased by over 40% in the past seven years. Reframing quality educational provision for learners with special education needs (SEN) has been to the forefront of the inclusion debate and a new model of support/provision is causing a stir. It is acknowledged that educational reform has brought with it one initiative after another and the system is fatigued. Teachers are calling for a halt to the roll out of initiatives and more recently the minister for education has announced a ‘slow down’ to the roll out of the new primary mathematics curriculum. This paper draws evidence from quality research in the field on teacher’s expressed worries and frustrations relating to pedagogical decisions, actions and curriculum development for their learners with SEN. A cacophony of voice is directed at teachers in special education roles (government, policy makers, the inspectorate, unions, and advisors) and learner voice is lost. This paper presents an argument for the transitioning of practice to the new support model as an urgent acknowledgement of the ‘vulnerability’ of the teaching professional within the role of ‘special’ teacher.