SEND教师培训 包容性教学 语言沟通 2027
英国教育部在 2026 年 9 月 24 日把第一批特殊教育需要与残疾（SEND）在职培训材料放上官网，供主流中小学免费使用。材料由 Ambition Institute 编写，按一小时一节设计，由学校自己安排主讲人。这篇文章把材料的内容、时间表与学校可以怎么落地讲清楚，也说明它与 2026 年改革框架的关系。
The Department for Education published the first batch of in-service SEND and inclusion training materials on 24 September 2026, free for mainstream primary and secondary schools in England. Written by Ambition Institute and aligned with the Education Endowment Foundation's inclusive teaching guidance, the sessions are designed to be run in-house in about an hour each. This article explains what is in the package, what is still to come, and how the material connects to the wider reform timetable.
材料发布方与上线时间
英国教育部在 2026 年 9 月 24 日发布了第一批 SEND 与包容性教学的在职培训材料，全部放在 gov.uk 的 SEND and inclusion training for mainstream schools 专区。这批材料由 Ambition Institute 编写，内容参考并衔接教育捐赠基金会（EEF）的《包容性教学指南》。对象是主流小学与中学的教师和助教，不是特殊学校专用。材料免费，学校可以直接下载使用，不需要额外付费订阅。发布说明里写得很清楚，材料是给校内培训用的，由学校自己安排主讲人。2027 年初还会有新的一批上线，官网提供登记入口，学校可以订阅更新。很多学生以为这类材料与自己无关，其实课堂上被调整的讲解方式，最先受益的就是平时听得最吃力的那部分同学。
The Department for Education (DfE) published its first in-house SEND and inclusion training materials on 24 September 2026, and they sit on gov.uk under a dedicated collection page. They were written by Ambition Institute and align with the Education Endowment Foundation's guide to inclusive teaching. Every mainstream primary and secondary school in England can download the slides and facilitator notes for free, and the DfE has promised further content in early 2027. The materials assume the audience is the whole teaching staff, not specialist staff alone.
一套材料里包含哪些文件
官网列出的材料分几类文件，都是可编辑格式。演示幻灯可以按学校自己的排版修改，配套的教师指引写清了每张幻灯要讲什么。证据摘要把研究结论压缩成一两页，方便教研时快速过一遍，不必翻原报告。每节还配了讨论活动与反思问题，让培训不只是听讲。另有模板帮学校规划专业发展并衡量效果，字段包括培训目标、参与人员与后续跟进。案例研究与具体策略放在一起，讲的是真实课堂里怎么改。常见的错误是把材料下载后直接放映一遍，既不改幻灯也不安排跟进，培训当天热闹，一个月后什么都没留下。
The package is deliberately modular. Facilitators get editable slide decks plus written guidance for each slide, evidence summaries that condense the research, and activities that push staff to discuss and reflect rather than listen. Schools also receive planning and evaluation templates, and case studies showing how the strategies look in real classrooms. Downloading the slides and showing them unchanged is the fastest way to waste an hour.
一小时一节与校内主讲人安排
大部分单节的授课时间在一小时左右，学校可以单独安排，也可以把几节拼成一个培训日。主讲人由校内人员担任，特殊教育需求协调员（SENCo）、教研组长或副校长都可以。官网明确写了学校被鼓励开展培训，但并不强制，具体节奏由学校自己定。材料对不同学段做了适配，小学、中学与十六岁后的设置各有版本，主题框架一致。培训可以放进既有的教研时间，不必额外占用教师下班后的时段。2026 年 9 月 25 日的新闻稿提到，材料可以全年分散使用，也可以放在已有的培训日里。对于课时紧张的学校，把三节拆到一个学期的三次教研里，通常比一次讲完更容易落地。
Sessions are short by design, and schools decide the rhythm. A facilitator from inside the school leads each one, which keeps the discussion tied to the setting's own pupils and avoids the cost of external trainers. The DfE encourages schools to run the training but does not make it compulsory, and the materials are adapted for primary, secondary and post-16 settings. Spreading three sessions across a term tends to work better than one long block.
两亿英镑投入与行为准则里的培训期望
这批材料背后是英国教育部在 2026 年 1 月 16 日宣布的两亿英镑培训计划，覆盖本届议会到 2029 年夏季。配套的变化写在 SEND 行为准则（SEND Code of Practice）里，新增的期望是所有托幼机构、学校与学院的员工都应接受 SEND 与包容性培训。教育部在公告里给了一个判断依据，将近一半的中小学教师表示更多培训能提升他们支持 SEND 学生的信心。2026 年 9 月 25 日的新闻稿又补了一组数字，三分之一接受调查的教师希望获得更多 SEND 培训，四分之一的助教说培训不足是他们提供支持的障碍。教育部官网同时说明，这批材料只是第一步，2027 年 9 月还会推出全额资助的培训课程，面向教师、学校领导与支持人员。很多学生以为培训只针对 SENCo，实际文件里写的是全体员工。
The materials sit underneath a 200 million pound training programme announced by the DfE on 16 January 2026 and funded to the end of this Parliament in summer 2029. A new expectation in the SEND Code of Practice says all staff in every nursery, school and college should receive training on SEND and inclusion. The DfE's own figures explain why: nearly half of primary and secondary teachers said more training would improve their confidence, and one in three teachers surveyed wanted more SEND training. Fully funded courses for teachers, leaders and support staff follow in September 2027.
第一组主题讲解改革背景与包容性教学定义
已上线的内容分两组，第一组先讲改革背景与包容性教学到底是什么。其中一节叫支持每一个孩子取得进步并健康成长，把 2026 年白皮书里普遍支持、定向支持、定向加强支持与专家支持这四层讲清楚。第二节回答什么才算包容性教学，重点不是给个别学生加任务，而是调整讲解、示范与反馈的方式。第三节把包容性教学拆成几个发展领域，后面各专项材料都会回到这个框架。官方文件反复强调一个判断，适配教学是高质量教学的组成部分，不是额外附加的工作。很多学生以为包容性教学意味着降低要求，实际做法是把同一目标拆成更小的步骤。教研时把这三节连着上一次，后续专项材料会更容易理解。
The published material opens with the reform context and a working definition of inclusive teaching. One session unpicks the tiered model in the 2026 white paper, from a universal offer through to specialist support, while another asks what inclusive teaching actually looks like in a classroom. The underlying argument is that adapting explanations, modelling and feedback is part of good teaching rather than an extra duty layered on top. Running the three introduction sessions together makes the later topic-specific sessions easier to follow.
语言与沟通需要专项材料
专项材料里目前只上线了语言与沟通需要（SLCN）一节，其余会在 2027 年补齐。这一节的目标读者是全体教学人员与助教，不是语言治疗师。内容包括语言与沟通在学习中的作用、课堂上常见的困难，以及针对 SLCN 的包容性教学原则。文件里给了具体手法，例如把指令拆成可以消化的步骤、提前教专业词汇。同样重要的是留出练习时间，让学生在新的说法上多练几遍再进入下一个任务。证据摘要有 29 页的 PDF 版本，教研时可以参考其中的研究结论。这一节还配了情景分析与反思问题，用真实课堂场景推动讨论。很多学生以为听不清或说不出只是语言课的问题，实际上这些难点会在数学与科学的题干里直接扣分。
Speech, language and communication is the only development area published so far, with the rest following in 2027. It is written for the whole teaching staff rather than for therapists, and it covers how speech and language underpin learning, what commonly goes wrong in classrooms, and practical inclusive principles. The techniques are concrete: breaking instructions into digestible steps, pre-teaching specialist vocabulary, and protecting time for pupils to practise the new language. A 29-page evidence summary and scenario-based activities sit alongside the slides.
2027 年一月与四月的新主题清单
官网给出了一份明确的主题清单与上线时间。2027 年 1 月会上线社会与情绪、执行功能两个发展领域，以及七节包容性教学策略。策略部分包括明确教学、支架、反馈、积极关系、平静的课堂环境，还有调整与额外支持。同一批还会发布规划与评估培训的工具，包括规划指引、监测评估指引与两份模板。2027 年 4 月补齐运动与身体、感知两个领域，以及小学、中学与十六岁后各一个案例研究。官网提醒学校登记邮箱，材料更新时会收到通知并提供反馈。对于正在排下一年度专业发展的学校，把 1 月与 4 月两个批次写进校历，比临时安排更现实。
The DfE has published the full topic list with dates, which makes it possible to plan professional development a year ahead. January 2027 brings social and emotional needs, executive function, and seven inclusive teaching strategies including explicit instruction, scaffolding, feedback, calm classroom environments and additional adaptations. April 2027 adds motor and physical needs, sensory needs and three case studies covering primary, secondary and post-16. Planning and evaluation tools, plus coaching and mentoring resources, arrive with the January batch.
早期教育阶段的配套线上培训
早期教育阶段另有一套线上课程，由慈善机构 Dingley's Promise 开发并交付，资金同样来自这次的培训投入。新闻稿举了两个具体例子，一个是用视觉时间表帮助学生理解活动之间的转换，另一个是调整环境减少不必要的噪音。噪音这类因素会直接影响沟通与情绪调节，托幼阶段的孩子往往更难自己处理。课程面向所有早期教育从业者，免费开放，目的是让包容性做法从孩子入托第一天就开始。早期教育从业者常常是最早发现发展需要的一线人员，也是最早与家庭密切配合的人。教育部官网把早期教育、学校与十六岁后设置分成三条材料线，各自有专区页面。这条线的具体上线时间以官网更新为准，学校与机构可以先用登记入口订阅通知。
Early years staff get a separate online programme, developed and delivered by the charity Dingley's Promise with funding from the same investment. The press release gives two examples of age-appropriate practice: visual timetables that help children through transitions, and adapting rooms to cut unnecessary noise that gets in the way of communication and emotional regulation. Early years practitioners are often the first professionals to notice emerging needs and to work closely with families, so the DfE treats this as a distinct strand with its own collection page on gov.uk.
教研组长如何用模板评估培训效果
材料里有一份自评工具，2027 年 1 月还会补上规划指引、监测评估指引与两份模板。设计思路是先说清这次培训要解决什么问题，再定用什么证据判断有没有效果。可用的证据包括课堂观察记录、教师自评、学生作业样本，以及在教研会上复盘的记录。常见错误是把到场人数当成效果，签到表只说明有人参加，不说明课堂有变化。评估的另一个重点是跟进，培训后的几周里是否有同侪观察或教研复盘。英国教育部的材料把这些工具放在同一批次发布，方便学校把培训与专业发展周期接上。对教研组长来说，先挑一个问题做小范围尝试，比一次铺开更容易看清效果。
Evaluation is built into the package rather than added at the end. Templates arriving in January 2027 ask leaders to name the problem the training is meant to solve and to decide in advance what evidence would show a change, such as lesson observations, teacher self-reports or work samples. Attendance figures prove nothing on their own, and the follow-up weeks matter more than the session itself. A small, well-observed trial usually reveals more than a whole-school rollout.
三层支持与个人支持计划的衔接
这批培训要落进 2026 年的改革框架里，普遍支持之外还有三层支持。定向支持指小组形式的语言支持、感知需求管理等结构化帮助，结果记在学生的个人支持计划（ISP）里。定向加强支持由教育与卫生专业人员参与，例如言语与语言治疗师、教育心理学家，并与 Experts at Hand 专家组衔接。专家支持面向需求复杂的学生，通过专家供给包与教育健康和护理计划安排。个人支持计划由学校与家长共同制定，采用数字化记录方式。2026 年 2 月 23 日发布的学校白皮书启动了相关咨询，咨询期到 2026 年 5 月 18 日结束。需要说明的是，立法要等 Education for All Bill 走完程序，具体条文以 gov.uk 公布的正文为准。
The training only makes sense alongside the wider reform architecture set out in the 2026 white paper. Above the universal offer sit targeted support, targeted plus support involving speech and language therapists and educational psychologists, and specialist provision for the most complex needs. Support at the first three levels is recorded in a digital Individual Support Plan that schools develop with parents, while specialist packages and EHCPs cover the top tier. Legislation still depends on the Education for All Bill, so schools should treat gov.uk as the authoritative text.
培训与出勤考试结果的官方依据
教育部在 2026 年 9 月 25 日的新闻稿里给出一条数据关联，有特殊教育需要与残疾的年轻人成为不升学不就业不培训（NEET）的概率比平均高出约八成。这个数字是政府说明为什么要把支持提前的依据，而不是因果结论。培训材料把目标写成三段：让学生在学校感到安全与受欢迎，改善出勤、成绩与身心健康，并在更早的阶段获得合适的支持。对已经在读的学生来说，这些变化落在课堂细节上，例如讲解的步骤、词汇的预备与练习时间。常见的错误是把 SEND 支持看成考试之外的事，实际上题干读不懂或时间不够用，最先反映在卷面分数上。学校在评估培训效果时，可以同时看出勤率与课堂参与的变化，而不只看测评分数。对家长来说，判断学校是否认真做这件事，可以看培训是否覆盖全体教师，而不是只有 SENCo。
The government's case for training early rests partly on outcomes. The September 2026 press release states that young people with SEND are around 80 per cent more likely to be NEET than average, which is why support is being pushed earlier in the system. The DfE frames the training around three aims: children feeling safe and welcome at school, better attendance, attainment and wellbeing, and the right help arriving sooner. In practice the changes show up in small classroom moves, such as the length of an instruction or the vocabulary taught before a task.
学校落地时常见的几个错误
从已上线的材料与官方说明看，学校最容易踩的坑有几个。比较常见的是把培训当成一次性的培训日，材料不改、幻灯照读，培训结束就没有下文。另一个坑是只让特殊教育需求协调员与助教参加，而材料明确写给全体教学人员。第三个坑是忽略评估，没有记录课堂里到底有没有变化。还有一个坑是把早期教育与十六岁后设置排除在外，而官网为这两条线分别准备了材料与课程。很多学生以为调整教学会拖慢进度，实际把指令拆短、把词汇先教，往往减少重复讲解的次数。教研组可以把每次培训的后续跟进写进校历，例如两周后安排一次同侪观察。已经上线的材料与工具都在 gov.uk 专区页面，学校可以先从导论三节开始。
Four mistakes show up repeatedly. The first is treating the materials as a one-off INSET day, with unchanged slides and no follow-up. The second is inviting only the SENCo and teaching assistants when the material is written for the whole teaching staff. The third is skipping evaluation, so nobody knows whether practice changed, and the fourth is leaving early years and post-16 settings out even though gov.uk provides separate materials and courses for both. Shortening instructions and pre-teaching vocabulary usually saves time rather than costing it.
牛津高阶英汉双解词典 第10版 商务印书馆¥168📱 去京东购买京东精选需要一对一辅导？Need One-on-One Tutoring?
A-Level / GCSE / IB / KS2-KS3 全科辅导
16621398022 同微信
Visit aleveler.com
或截图后用「扫一扫 → 相册」选择本图