The prevalence and usefulness of collaborative teacher groups for SEN: Results of a national survey

The authors explore the possibility of teacher collaboration in primary and secondary schools around issues of special educational needs (SEN). They report on a national survey which asked SEN coordinators which types of collaborative teacher groups were being run in their schools, the duration and frequency of such groups, their perceived usefulness and the arrangements for running them. The results are discussed in the context of the importance and role of teacher support as part of a whole strategy of SEN provision