NASBTT Inclusion by James Coleman

Inclusive thinking - Challenging the mentoring

2026-02-05 10:33:02 UTC

As ITT is at the forefront of inclusive thinking, some trainees find it difficult to challenge the thinking of mentors who are perceived as experts but who approach this differently. Challenging 'experts' is a real point of tensions for many trainees.

the challenge of ideas and teaching which is research underpinned which sometimes conflict with schools and mentors approach,

2026-02-05 10:36:12 UTC

2026-02-05 10:36:30 UTC

I have found that trainees with SEND needs are the ones who always think of the pupils with additional needs so I found it interesting to see how different the trainees responded to the scenario which had been written differently and feel it will be best practice to ensure that all questions are worded to be inclusive of everyone in the future.

2026-02-05 10:39:14 UTC

I have found this discussion paper useful: Inclusive Teaching: A New Approach for SEND Challenges

More or less effective

2026-02-05 10:39:47 UTC

I think this is definitely where we need to move. There is a danger that trainees get quickly stuck on the idea of template adaptations in every scenario. We need to be asking the question about effectiveness in training sessions, in observations, in ITAPs and in the way they reflect on their practice.

2026-02-05 10:43:40 UTC

As a provider we want to think about our definition of inclusivity and discuss this definition and values at the beginning of the course and approach of quality first teaching from the beginning of course more explicitly as well as the idea of more and less effective adaptations

Conflicting messages in placement schools

2026-02-05 10:44:22 UTC

Managing different inputs during the training year, particularly in placement schools, which can feel outside of our sphere of influence, can be challenging when shifting mindsets around SEND.

continual professional development

2026-02-05 10:59:06 UTC

I think there is a continual need for CPD with mentors AND with lead tutors/faculty leads - i.e. those who provide the input. This is particularly going to be needed if we start to focus more on effectiveness - having a shared understanding of how we gauge effectiveness, using what evidence bases. We cannot assume that our knowledge and understanding is ever better than partial and very varied across the team around the trainee.