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Trade Publication Article
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2016
Overview
The reasons for this vary and can range from a wish to experience working in a setting where achievement and attainment-based learning share equal status, through to teachers developing a passion for special educational needs and disability in their mainstream schools and having a desire to extend their knowledge and skills in a more specialist environment. Teachers who have made the transition often comment on the professional development opportunities that special schools offer them, particularly when it comes to working within a multi-professional team and in developing a more holistic approach to meeting a wide range of children's needs. Get used to working with other professions Many pupils in special schools will need input from a whole host of other professionals - including speech and language therapists, occupational therapists, physiotherapists, creative therapists, healthcare workers, specialist teachers and psychologists.
Publisher
TES Global Limited
Subject
