HC Deb 15 July 1982 vol 27 cc443-4W
Mr. Carter-Jones

asked the Secretary of State for Education and Science what steps his Department has taken to encourage the setting up of short in-service training courses in special education for serving teachers with no previous knowledge of educating children with special needs.

Dr. Boyson

The provision of short in-service courses for teachers, and the support of staff taking these courses, is primarily the responsibility of local education authorities and their advisory services. The annual programme of DES-funded regional courses and Her Majesty's Inspectorate short courses do, however, include a number of courses intended for teachers of pupils who have special educational needs.

Mr. Carter-Jones

asked the Secretary of State for Education and Science if he is satisfied with the current level of in-service training provision for teachers specialising in the teaching of children with special educational needs; and if he will make a statement.

Dr. Boyson

There is a wide range of in-service training provision available for teachers responsible for the education of children with special educational needs, including long full-time or part-time courses at teacher training institutions, short courses provided by local education authorities and their advisory services and DES-funded regional courses arid Her Majesty's Inspectorate short courses. The Government's White Paper "Special Needs in Education"—Cmnd. 7996—noted that serving teachers would need support to enable them to build on their experience with children with special needs and that many local education authorities regard this as a priority in their in-service training policies.

Mr. Carter-Jones

asked the Secretary of State for Education and Science what percentage of institutions responsible for validating teacher training courses has included a special education element as a condition of all initial teacher training courses.

Dr. Boyson

Information is not available in the form requested. Validating bodies and institutions are generally aware of the importance of reflecting recent developments on special education in teacher training courses, but in practice there is variation in the amount, nature and quality of provision. The Department and the Inspectorate will continue to encourage institutions and validating bodies to make new teachers aware of special educational needs, but, as now, it can be expected that specialist training will mostly take place in-service, after some teaching experience.