Edge Hill University<\/p>\n\n\n\n
The recent statistics of SEND learners in FE, show that learners in post-16 government-funded education with a recorded learning disability\/difficulty make up 25% of all EHCP learners (GOV.UK, 2024c). However, many teachers find themselves underprepared and undertrained to tackle the wide range of needs associated with FE SEND students (Last and Su, 2025). While others feel that nonchalant senior leadership and management disinterested in inclusive educational practices are responsible for the lack of implementation (Smythe, 2025). Additionally, the market-driven goals of FE education can undermine inclusive practices with the focus on competition and performance metrics can marginalise SEND students (Ball, 1998).<\/p>\n\n\n\n
Through professional development programs, teachers gain new skills and techniques that enable them to implement personalised learning plans, use assistive technologies, and apply inclusive teaching practices. Continuous professional development also builds teachers’ confidence in their ability to support SEND students, making them more likely to adopt inclusive practices and adapt their teaching methods to meet diverse needs (Smythe, 2025). Additionally, professional development should include opportunities for teachers to collaborate and share best practices with their peers, fostering a supportive community focused on improving SEND education (Zepeda, 2019).<\/p>\n\n\n\n
My project is a mixed-methods study exploring seldom heard teachers\u2019 stories and experiences of professional development practices in FE and how they impacted upon their attitudes towards SEND education. This research is vitally important if any level of reform is to occur within the SEND education system.<\/p>\n\n\n\n
Carrie-Ann Sturt’s Edge Hill University Graduate Teaching Assistant page<\/a><\/p>\n\n\n\n