Specialised teachers can make mainstream schools better for children with special educational needs

By Johny Daniel, Associate Professor, School of Education, Durham University

Most pupils who go through the lengthy process of being identified with dyslexia, autism or another condition end up spending the bulk of their time supported not by a trained specialist teacher but by a teaching assistant.

Teaching assistants work with great dedication, but they are not equipped with the specialist training needed to teach children with special educational needs and disabilities effectively. The result is that pupils too often fall further behind, despite the system

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