TEACHER SUPPORT TEAMS FOR SPECIAL EDUCATIONAL-NEEDS IN PRIMARY-SCHOOLS - EVALUATING A TEACHER-FOCUSED SUPPORT SCHEME

This paper reports on part of an evaluation of teacher support teams ( TSTs) as a special education needs (SEN) support strategy in primary s chools. Using a mixture of quantitative and qualitative evaluation met hods, it focuses on areas derived from a theoretical framework for und erstanding schools' approaches to SENs. TSTs were set up and run in si x of the eight schools, with meetings of between 30 and 45 minutes, us ually during lunchtime or after school. Most of the referrals were abo ut behaviour problems, though many were about learning difficulties. T he support included providing emotional encouragement, specific approa ches to managing behaviour, teaching strategies and consulting others. Referring teachers reported that their TST experience led to increase d confidence and some improvements in the children, while TST members themselves believed that they had gained much from the TST experience. Overall the study showed the feasibility and benefits of setting up T STs in primary schools. The findings are discussed in terms of the wid er benefits of TSTs and their relevance to special needs policies and the implementation of the SENs code of practice.