SEND培训材料 16岁后院校 主讲人 时间表
教育部在 2026 年 9 月 24 日把 16 岁后院校的 SEND 与融合培训材料挂上 gov.uk，材料由 Ambition Institute 编写，供学院、六年级学院与 16 至 19 岁学院在校内自行开展培训。这套东西不是给个别教师看的网课，而是一整套可以直接拿去开会用的幻灯、主讲人指南与证据摘要。很多学生以为特殊教育支持的培训只针对中小学，实际上继续教育学院与六年级学院拿到的是单独一套，内容围绕职业与技术课程、学习者独立性与准备成年展开。这篇文章按 gov.uk 官方页面的口径，把材料包里有什么、由谁来讲、一节约多长、指南怎么排课、2027 年还会补哪些内容讲清楚。
The Department for Education published its SEND and inclusion training materials for post-16 settings on gov.uk on 24 September 2026. Ambition Institute wrote the package for colleges, sixth forms and 16 to 19 academies to run in house, and it sits inside a wider SEND reform programme that also covers mainstream schools. This article sets out what the package contains, who facilitates a session, how long a session runs, how the guide suggests sequencing them, and what still has to arrive in 2027.
16 岁后院校拿到的是单独一套材料
合集页写明，材料面向 16 岁后院校的教师与支持人员，由 Ambition Institute 编写，并参考了教育捐赠基金会的融合教学指引。它属于政府在 SEND 改革计划里的一环，目标是让更多有特殊教育需求的学生留在普通院校的课程里。gov.uk 列出的三条目标是让教师与支持人员对融合教学更有信心与专长，营造积极的学习环境，并且理解与有效回应个别需要。中小学版本在同一天上线，两套材料分开发布也分开更新，院校不要拿错。页面写明希望 16 岁后院校使用这套材料，但不强制。这一点与法定的支持义务不同，培训材料是帮助院校把课上好，不是新的合规文件。很多学生以为这类材料会直接发到学生手里，实际上它是给教职员用的备课资源。
The collection page says the materials are for teachers and support staff in post-16 settings, written by Ambition Institute and informed by the Education Endowment Foundation's inclusive teaching guidance. The package belongs to the government's SEND reform plans, and its three stated aims are to build confidence and expertise in inclusive teaching, to create positive and supportive learning environments, and to respond effectively to individual needs. Separate materials for mainstream schools appeared on the same day, and the two sets are published and updated independently, so a college should not borrow the wrong pack.
材料包里装的是幻灯 主讲人指引与证据摘要
合集页把包里的东西列成四类。演示用的幻灯可以直接编辑，并配一份主讲人指南，说明每一节怎么带。证据摘要与讨论活动是给小组现场反思用的。规划与评估模板用来排全年的培训安排，并测量培训有没有效果。案例与课堂策略放在最后，方便教师对号入座。页面写明材料可编辑、可裁剪，院校按自己的课程结构改即可。还有一件事常被忽略，官方提供订阅入口，材料更新后会发通知。编写者把课堂与工作坊场景分开考虑，职业与技术路线也有对应例子。
The collection page lists four kinds of content. Editable presentation slides come with facilitator guidance explaining how to lead each session, and evidence summaries plus activities are there to support discussion and reflection during training. Planning and evaluation templates help a provider schedule training across the year and measure its effect, while case studies and practical strategies give staff something concrete to work from. Everything in the pack is editable and adaptable, and the department offers a sign-up route so settings hear when new materials are added.
主讲人由院校自己指派
官方口径是培训由院校内部的主讲人交付，不请外部讲师来上一堂课。谁来讲由院校自己定，通常落在负责 SEND 的同事或负责员工发展的同事身上。合集页写明材料可以按院校与团队的学习需要调整，同一份幻灯在学院和六年级学院可以用不同节奏走。主讲人不必是从零设计课程的人，他更像是把现成材料组织成一次内部会议的人。常见的错误是把材料直接发给教师自学，那样讨论活动与反思环节就全丢了。材料里的证据摘要本来就是为了让主讲人带着大家看数据、讲经验。会后把讨论结论记下来，下一次培训就有了本地素材。对只有一名 SEND 负责人的小院校来说，这个安排反而省事。
Training is delivered by an in-house facilitator rather than an external lecturer, and the setting decides who that person is. In practice it is usually the colleague responsible for SEND or for staff development, because the pack is built to be adapted to a provider's own team and learners. A facilitator is not expected to design a course from scratch: the job is to organise ready-made materials into an internal session, keep the discussion activities alive, and record what the team concluded so the next round starts from local evidence.
一节约一小时也可以拼成培训日
合集页写明多数一节课的交付时间大约一小时。单节可以独立开，也可以几节拼成一个培训日。院校可以把它们摊到全年，或者放进既有的培训日里。页面提醒材料要按院校与团队的实际需要调整，不必照本宣科。对于已经排满课表的学院，把一节嵌进每周的教研时间比另开半天更现实。培训不是强制的，这一点让院校可以按自己的节奏推进。真正要防的是把材料存进共享盘就算完成。有些院系会从最紧的一节开始，先解决课堂上最常见的那个卡点。
Most sessions are designed to take around an hour to deliver. A single session can stand alone, or several can be combined into a training day, and they can also be spread across the year or slotted into days a provider already uses for staff development. Delivery is encouraged but not mandatory, which leaves the pace to the setting, and the real risk is treating a folder in a shared drive as evidence that training happened.
指南管的是排课路线与落实建议
配套的指南与材料同一天在 gov.uk 发布，发布日期是 2026 年 9 月 24 日。指南写给主讲人，帮助他们规划并交付整套培训。里面给出了几条建议路线，说明不同起点的院校可以从哪一节切入。指南还讲了课次之间的顺序，哪些内容适合先铺垫，哪些适合放后面。落实建议那部分谈的是怎么在院校里把培训真正跑起来。到 2027 年 1 月，这份指南会更新一次，配合新一批内容上线。对只做过零散教研的院校来说，先按路线排一遍比逐节挑着上更省力。先把路线想清楚的院校，等到新内容发布时不会手忙脚乱。
The guide to materials was published on gov.uk on the same day as the first content, and it is written for the facilitator. It sets out suggested training routes so a provider can see where to start, and it gives guidance on the sequence in which sessions are best delivered. It also covers effective implementation, which is the part most settings underestimate, and the guide is scheduled to be updated in January 2027 alongside the next batch of content.
首批四块内容从如何使用材料讲起
官方清单列出的首批内容一共有四块。开头一块讲的是如何使用这套材料本身。第二块是 SEND 改革与融合教学的导论，下面挂着支持每个孩子与年轻人取得进步、什么是融合教学、融合教学与发展领域的关系三个小节。发展领域的导论是第三块，先把五个领域的概念铺开。第四块只出了一个领域，就是言语、语言与沟通。清单页在 2026 年 9 月 24 日发布，并注明指南会在 2027 年 1 月更新。院校如果打算在新学期启动，这四块就是起点。
The official list groups the first release into four parts. It starts with how to use the materials, then moves into an introduction to SEND reforms and inclusive teaching, which covers supporting every child and young person to achieve and thrive and what inclusive teaching actually means. An introduction to the areas of development comes next, and only speech, language and communication has content behind it so far. The list was published on 24 September 2026 and notes that the guide will be updated in January 2027.
言语语言沟通先行 其余四块领域排在 2027 年
发展领域一共五块。言语、语言与沟通这块已经在 2026 年 9 月上线，材料里包含证据摘要与实践例子。社会与情绪这块排在 2027 年 1 月，执行功能同样排在 2027 年 1 月。运动与身体排在 2027 年 4 月，感知也排在 2027 年 4 月。官方口径强调这些领域不是给学生贴标签用的，而是帮教师看清技能是怎么一步一步长出来的。院校可以用它来规划学习任务，决定什么时候给辅助、什么时候撤辅助。很多学生以为发展领域是评估工具，其实它更像一张备课的地图。
There are five areas of development in the package. Speech, language and communication is the one already online, with evidence summaries and practical examples available from 24 September 2026. Social and emotional needs and executive function are both scheduled for January 2027, while motor and physical skills and sensory needs are due in April 2027. The framework is not meant to label learners; it is meant to show how skills develop, so staff can judge when support should be added and when it can be withdrawn.
七个教学聚光排在 2027 年 1 月
融合教学策略这一块整体排在 2027 年 1 月。清单里先有一个教学聚光的导论，说明这些策略怎么配合使用。后面接着七个题目，分别是明确教学、支架、反馈、积极关系、平静的课堂环境、调整与额外支持。这份清单把高质量教学放在前面，把个别化的额外支持放在后面。常见的错误是一提调整就直接加一个助教，却不动课堂上的讲解方式。官方口径的写法是让全班都能进入课程，再谈个别学生需要什么。等到这一批上线，院校就能把策略与领域两张表对着用。
The inclusive teaching strategies are due in January 2027. The list opens with an introduction to teaching spotlights, which explains how the strategies work together, and then names explicit instruction, scaffolding, feedback, positive relationships, calm classroom environments, and adaptations and additional support. High-quality teaching comes first and individualised support comes second, because the usual mistake is to add a teaching assistant without changing how the lesson is explained to everyone.
2027 年 4 月补运动身体与感知领域
运动与身体这一块排在 2027 年 4 月。感知这一块同样排在 2027 年 4 月，覆盖视觉与听觉等不同情况下的课堂安排。同一批还会补进三个案例研究，分别来自中小学与 16 岁后院校。案例的做法是把真实场景写出来，让教师看到别人怎么落地。16 岁后院校的部分会围绕工作坊、实习与职业课程展开。对于正在准备成年阶段的学生，这些例子比抽象原则更有参照价值。院校可以先把本校的做法记下来，等新案例上线再对照。
Motor and physical skills and sensory needs both arrive in April 2027, and three case studies will be published alongside them. The case studies are drawn from primary, secondary and post-16 settings, so a college can see how another provider handled a similar group of learners. For students working towards adulthood and employment, these examples carry more weight than abstract principles, and they are easier to adapt to workshops, placements and vocational courses.
2027 年 9 月起是另一批全额资助课程
材料只是第一步。教育部在 2026 年 1 月 16 日的新闻稿里写明，这批免费材料是两亿英镑培训投入的开端。完整清单里的内容会在 2027 年 1 月与 4 月分批补齐。到 2027 年 9 月，面向教师、领导与支持人员的全额资助课程才会跟进。材料与课程是两条不同的路，前者由院校自己交付，后者由外部培训提供。院校现在能做的是把材料先用起来，并在用到卡住的地方记下需要外部课程补的东西。
The materials are only the first step. The department's press release of 16 January 2026 described this free package as the start of a two hundred million pound training investment, with further content following in January and April 2027 and fully funded courses for teachers, leaders and support staff arriving in September 2027. Materials and courses are separate routes, because the pack is delivered in house while the courses come from outside providers, so a setting can start now and note where it needs outside help.
材料不替代法定的支持义务
材料不替代法律要求。16 岁后院校仍要遵守 0 至 25 岁 SEND 操作准则，这是 2015 年生效的法定准则。2014 年《儿童与家庭法》第 66 条要求院校用最大努力保障学生所需的特殊教育供给。2010 年《平等法》把合理调整写成提前义务，院校不能等到学生开口才动。准则还要求继续教育学院与六年级学院设一位具名的 SEND 负责人。培训材料帮的是把这些义务落到课堂层面。很多学生以为有了材料就等于义务完成，实际上材料只是手段。
The materials do not replace statutory duties. Post-16 providers must still have regard to the 0 to 25 SEND code of practice, which has applied since 2015, and section 66 of the Children and Families Act 2014 requires them to use their best endeavours to secure the special educational provision a student needs. Reasonable adjustments under the Equality Act 2010 are anticipatory, which means a provider cannot wait for a student to ask, and a named SEND lead is expected in colleges and sixth forms.
院校怎么判断培训有没有起作用
材料包里有一组规划与评估模板。它们的作用是让院校在开学前把培训排进日程，并在学期末回头看效果。2027 年 1 月还会补上规划与评估培训这一块内容，以及教练与指导支持。判断标准不必复杂，能说清哪些班次的讲解方式变了、哪些学生因此少掉了额外的补课，就已经有价值。常见的错误是只统计到场人数与观看时长，却看不到课堂里的变化。督查方面，Ofsted 自 2025 年 11 月 10 日起对继续教育与社会技能使用报告卡框架，包容性单列成一项判断。院校把培训记录与课堂调整的证据留好，比临时补材料有用。
The pack includes templates to plan training and measure whether it worked. A further block on planning and evaluating training, plus coaching and mentoring support, arrives in January 2027. Useful evidence is concrete: which lessons are now explained differently, and which learners no longer need extra catch-up sessions. Counting attendance and watching time proves very little, and under Ofsted's renewed framework, where inclusion is judged separately from November 2025, a provider that keeps training records and classroom evidence is in a stronger position.
两亿英镑投入与一个 80% 的数字
教育部在 2026 年 9 月 25 日的新闻稿里写了几个数字。三分之一的受访教师希望得到更多 SEND 培训，四分之一的受访助教说培训不足是提供支持的障碍。同一份新闻稿写明，有特殊教育需要的年轻人处于未升学、未就业、未培训状态的概率比平均水平高出约八成。此前的 2026 年 1 月 16 日新闻稿还提到，近一半中小学教师认为更多培训能提升信心。资金方面是两亿英镑的教师培训投入，另有此前用于增设特殊教育名额的七亿四千万英镑。16 岁后这一套就是这笔投入里的第一批实物产出。
The press release of 25 September 2026 includes several figures. One in three teachers surveyed wanted more training on supporting children with SEND, and a quarter of surveyed teaching assistants said a lack of training was a barrier to giving support. The same release states that young people with SEND are around eighty per cent more likely to be not in education, employment or training than average, while an earlier release of 16 January 2026 reported that almost half of primary and secondary teachers thought more training would improve their confidence.
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