The NUT is fully committed to inclusive education and to exploring and sharing the factors that support and enable teachers to develop inclusion and meet the needs of disabled children and children and young people with SEN.

The NUT recognises that many class teachers and SENCOs are likely to experience additional workload relating to the SEN reforms and the SEND Code of Practice. The guidance in this section is aimed at both supporting and informing members


SEND Code of Practice - Practical information and guidance for teachers

SEND Code of Practice - Practical information and guidance for teachers

The following materials offer you practical and feasible ideas and inspiration about steps and strategies that NUT members are using to develop inclusion in their schools/colleges.

SEND Code of Practice – Top FAQs
A quick reference guide to the latest code of practice, including what’s new, responsibilities and workload implications.

What is Inclusion?
Inclusion is both a value system and a set of behaviours based on removing the barriers of environment, attitudes and social organisation. It is designing the support pupils need and socially including them in the whole life of the school.

  • everyone being welcomed
  • providing quality first teaching for all pupils
  • providing support, adjustments and access necessary for learning
  • collaboration and peer support
  • teachers who differentiate teaching, learning and assessment
  • the intentional building of relationships and a person-centred approach

Send us your thoughts on what ‘inclusion’ means in your school.

SEND and Transition
Information on planning for Transition to Adulthood for the young person with SEND. Good practice is to start as young as possible and include all those on School Support who would benefit. The NUT recognises that this may present logistical problems for schools.

Role of SENCOs
Practical and usefuil tips about the role of SENCOs in schools/colleges.

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