SEND培训 主流学校 融合教学 落地抓手
英格兰的主流中小学在 2026 年 9 月拿到了一套免费的 SEND 与融合教学培训材料。教育部把它挂在官网上，配套的改革资金与新的准则要求也一并公布。学校领导在意的往往不是有没有材料，而是材料发下来之后课堂里到底会不会变。谁来讲，讲多少，讲完谁的课要调整，怎么知道调整有没有效果。这里把官方材料的结构、融合教学的五个课堂抓手、助教与 SENCO 这两条关键链条，以及学校可以自查的几个指标梳理清楚。
The Department for Education published a free SEND and inclusion training package for mainstream schools in September 2026. What school leaders usually want to know is not whether materials exist, but whether anything changes in classrooms once they arrive: who delivers the sessions, how long they take, whose teaching should shift afterwards, and how the impact is checked. This article sets out the structure of the official package, five classroom levers of inclusive teaching, the two critical links of teaching assistants and SENCOs, and the indicators a school can use to test itself.
培训从哪儿来 2026 年 9 月的官方材料包
教育部在 2026 年 9 月 24 日发布合集 SEND and inclusion training for mainstream schools。材料由 Ambition Institute 编写，参照教育捐赠基金会 EEF 的融合教学指引。同一轮改革里，政府承诺本届议会任期内投入两亿英镑，用于教师培训课程与免费材料。官方还计划把每一个托幼机构、学校与学院的员工都应接受 SEND 与融合培训，写进 SEND 操作准则。资金之外还有三十亿英镑，用于在主流学校增设约五万个融合学位名额。此前七亿四千万英镑已用于创造一万多个专门学位名额。学校不需要从零编写课程。但要把材料接进已有的教师专业发展安排，这一步没法请别人代做。
The package, published on 24 September 2026, was written by Ambition Institute and draws on the Education Endowment Foundation's inclusive teaching guidance. It sits inside a wider reform backed by 200 million pounds for courses and free materials during this parliament, plus a plan to state in the SEND Code of Practice that every member of staff in early years settings, schools and colleges should receive training on SEND and inclusion. Another 3 billion pounds is intended for roughly 50,000 additional inclusive places in mainstream schools, following 740 million pounds already committed to more than 10,000 specialist places.
一节一小时 校内主讲人怎么排课
材料按校内主讲人交付来设计。多数一节约一小时，可以单开，也可以几节拼成半天或一天。还可以摊到全年，或者放进学校既有的培训日。官方口径是鼓励但不强制，学校按自己团队的需要裁剪内容与顺序。包里有四类东西。可编辑的演示幻灯与主讲人指南，证据摘要与讨论活动，用来规划并衡量专业发展成效的模板，以及案例与课堂实用策略。发展领域的第一批是言语、语言与沟通，社会与情绪、执行功能、运动与感知在后续批次。2027 年 1 月会补上规划与评估培训、融合教学策略；2027 年 4 月补案例研究。
Sessions are designed to be run by an in-house facilitator, most taking about an hour, and they can be delivered alone, combined into a training day, spread across the year, or slotted into an existing staff development slot. Delivery is encouraged rather than mandatory, and schools are expected to adapt the sequence and content to their own teams. The pack contains editable slides with facilitator guidance, evidence summaries and discussion activities, templates for planning and measuring the impact of professional development, and case studies with practical strategies. Speech, language and communication is in the first release, while social and emotional needs, executive function, and physical and sensory needs follow later.
融合教学的定义 调整做进日常课堂设计
SEND 操作准则 2015 写得很直白。针对个体差异的高质量教学，是回应有特殊教育需求学生的第一步，额外的支持无法弥补差的教学。教育捐赠基金会 EEF 在 2020 年的主流学校 SEND 报告里强调同一个意思，融合是按设计做进去的，不是事后补丁。落到学校层面，这意味着培训的重点不该只放在多开几节干预课。普通课本身要能容纳更多不同的起点。常见的错误是等学生出问题再补救，把融合理解成个别孩子的额外作业量，结果全班的教学设计没有变化。
The 2015 SEND Code of Practice is blunt on the sequence: high quality teaching, differentiated for individual pupils, is the first step in responding to pupils with special educational needs, and additional support cannot compensate for weak teaching. The Education Endowment Foundation's 2020 report on SEND in mainstream schools makes the same point from the evidence side, describing inclusion as something built into lesson design rather than added afterwards. In practice this shifts the training focus away from opening more withdrawal sessions and towards making ordinary lessons work for a wider range of starting points.
明确教学 把解释与示范排成顺序
明确教学是官方材料反复强调的第一抓手。讲解要清楚，步骤要排好，配示范与例题。讲一小段就检查一次理解，而不是一口气讲完再问有没有问题。很多学生以为听不懂是因为题目太难，其实大部分情况是相邻两步之间的衔接没讲出来，学生只能自己猜。老师可以把一节课的核心步骤拆成三到四步，每步给一个可模仿的例子。再让学生复述一遍做什么、为什么这么做。这种方法对需要更多结构与重复的学生尤其有效，对全班也没有坏处。
Explicit instruction keeps coming up because it is the cheapest lever a teacher controls: clear explanations, carefully sequenced steps, worked examples, and frequent checks for understanding rather than one long monologue. Where pupils with SEND lose the thread, the barrier is often not the difficulty of the task but a gap between consecutive steps that the teacher never voiced, leaving students to infer it. Breaking a lesson into three or four visible steps, each with a model to copy, gives pupils something to hold onto and gives the teacher a quick way to see who has followed.
认知与元认知策略 先把负荷降下来
认知负荷这一层常被忽视。同一时间塞进太多新概念，学生的工作记忆就满了。后面再好的解释，也进不去。可行的做法是把新信息切成小块，先固化再叠加。容易混淆的符号与术语要固定成同一种写法，板书与讲义保持同一顺序。元认知的部分是让学生看得见自己的进度。给出可勾选的目标清单，留两分钟让他们写下这一步会了什么、卡在哪里。这两件事听着平淡，却是官方材料里七个教学策略中证据较稳的部分。
Cognitive load is easy to overlook. Load too many new ideas into one lesson and working memory fills up, after which even good explanations stop landing. Chunking content, securing one idea before adding the next, and keeping notation consistent between the board and the worksheet all reduce that pressure. Metacognitive work is the other half: pupils need a visible way to track their own progress, such as a tick-list of objectives and two minutes at the end to record what clicked and what did not.
支架要计划撤除 而不是永久加固
支架是临时支撑。写作框架、句型卡、词汇表、分步提示都算。有效的支架会随着学生能力上来一路拆掉，最终目标是独立完成，而不是让框架陪着走到考场。做法很朴素。先用示范一遍、一起做一遍、再放手的节奏，同时写下每个支架计划在什么时候减掉。常见的错误是支架只加不减，学生每节课都能做完。离开支架就写不出东西，老师也很难发现能力到底长在哪里。
Scaffolding is meant to be temporary, whether it is a writing frame, sentence starters, a word bank or a stepped prompt sheet. Good scaffolds are withdrawn as competence grows, with independence as the destination rather than a permanent handrail. The common mistake is scaffolding that only accumulates: work always looks finished in class, yet the pupil cannot produce anything once support is removed, and the teacher loses sight of what has actually been learned. Planning the removal point in advance keeps the support honest.
灵活分组 别把同一个孩子长期分出去
分组方式应该跟着当下需要走。同一节课里，有的活动适合全班一起，有的适合两人互讲，有的适合按掌握程度临时分组。下次课再换。需要警惕的是按标签固定下来的低组。被分进去的学生容易长期拿到更低的要求与更简单的材料，与班上平均水平以上的同伴也少了交流机会。真实的动作是让分组每周或每单元重排一次。记录谁在什么任务上和谁一起做，并且限制离班干预的时长与频次。落到时间上，离班的一小时意味着错过课堂的一小时，这笔账要算。
Grouping should follow the task rather than the label. A single lesson may need whole-class explanation, paired explanation, and short-term groups formed around one particular skill, and the arrangement should look different next week. Fixed low-attainment groups are the risk: pupils placed there can receive weaker material for years and lose contact with higher-attaining peers. The practical move is to reshuffle groups each unit, track who works with whom on what, and keep a visible cap on how much lesson time is spent outside the classroom, because an hour out is an hour missed.
技术辅助 语音转文字与可视化工具
技术是材料里列出的五个教学策略之一。最实用的几类往往是低成本的。语音转文字让书写困难的学生把想法先说出来，可视化投影让板书被放大并留存。平板与词汇软件帮学生完成阅读与拼写，交互白板的记录可以回看。官方在 2026 年 1 月的公告里点名了此类辅助技术，例如听写工具与拼写支持。要注意的是技术不能变成另一种隔离。如果设备只在资源教室用，学生在普通课堂里依然没有工具，那它就没解决问题。
Technology appears in the official materials as one of the strategies with reasonably strong evidence, and the most useful examples are cheap: speech to text lets a pupil who struggles with handwriting get ideas down, a visualiser magnifies and preserves the board, and vocabulary tools support reading and spelling. The government's January 2026 announcement singled out assistive technology of this kind, including dictation tools. The caution is that devices must not become a separate room: if the equipment only exists in the intervention space, ordinary lessons still have no answer for the pupil who needs it.
助教是补充 不是替代教师
教育捐赠基金会 2015 年的用好助教指引，以及 2020 年主流学校 SEND 报告的第五条建议，讲的都是同一件事。助教要补充教师的教学，而不是取代它。部署方式对结果的影响，比助教人数更大。实操上，老师要把助教当成教学的共同设计者。提前给出这节课的重点、要问的问题、要盯的两三个学生，而不是当天早上临时说一句你去帮谁。学生越困难，越需要更多时间跟着老师，因为教师的解释质量决定了这节课的起点。最常见的错误是让助教整天坐在同一个学生旁边，结果孩子与老师的对话反而更少。
The Education Endowment Foundation's guidance on making the best use of teaching assistants, and its fifth recommendation in the 2020 SEND report, make the same point: assistants should supplement teaching rather than replace it, and how they are deployed matters more than how many there are. That means treating assistants as co-designers of the lesson, briefed in advance on the key idea, the questions to ask and the two or three pupils to watch, rather than being handed a task on the morning. Pupils who struggle most need more teacher time, not less, because the quality of explanation sets the starting point. Leaving an assistant beside the same child all day is the error that quietly reduces talk with the teacher.
评估计划实施复查 至少每学期一轮
准则 2015 的渐进式做法是评估、计划、实施、复查。一轮通常覆盖一个学期，一年至少三次。培训要落地，就得挂在这个循环上。先用课堂观察与作业证据确认卡点，写出可测的目标。明确谁负责什么调整，几周后回来看有没有变化。没有变化就换方法，而不是继续等。这样做的一个好处是家长沟通有了凭据。说得出孩子被调整了什么、效果如何。听完培训课就散会，是这类改革最常见的失败方式，因为没有人负责下一轮复查。
The graduated approach set out in the 2015 code runs through assess, plan, do and review, typically once a term and at least three times a year. Training lands when it is attached to that loop: identify the barrier with lesson observation and work evidence, write a measurable target, agree who changes what, then come back in a few weeks to see whether anything moved and change the approach rather than wait again. It also gives staff something concrete to discuss with parents. Treating the training session as the finish line is where these reforms usually stall, because nobody owns the next review.
SENCO 的法定资格与三年时限
每所主流学校都必须指定 SENCO。准则 2015 建议这一角色进入学校领导团队。资格要求经历过一次更替。2024 年 9 月 1 日起，强制资格从国家 SEN 协调奖换成 SENCO 国家专业资格，由 2024 年的 SEND 条例引入。新人须在入职三年内完成，领导类资格课程通常需要 18 至 22 个月。已经拿到旧资格的不必再读，旧课程在读的须在三年内且 2027 年 8 月 31 日前完成。2023 至 2024 学年上岗的，须最迟在 2025 年春季入学。SENCO 还负责学校每年更新的 SEN 信息报告，这是家长能看到学校怎么做融合的公开文件。
Every mainstream school must appoint a SENCO, and the 2015 code recommends that the role sits on the senior leadership team. The qualification requirement changed on 1 September 2024, when the national award for SEN co-ordination was replaced by the national professional qualification for SENCOs under the 2024 SEND regulations; new SENCOs have three years from appointment, and leadership qualifications usually run for 18 to 22 months. Those who already hold the earlier award need not repeat it, while colleagues part-way through the old course must finish within three years and by 31 August 2027. SENCOs also own the annual SEN information report, the public document through which parents can see how inclusion works in practice.
新教师的入门框架与 2027 年复核
对刚入行的人，规则从 2025 年 9 月起变了。初任教师核心内容框架与早期职业框架合并成一个新的入门与早期职业框架，取代原有的两套文件。教育部明确说，新框架显著增加了自适应教学与支持有特殊教育需求学生的内容。培训机构还要提供更完整的示例材料，另外补充了口头表达与早期认知发展。早期职业教师的培训材料从 2025 年 9 月起按新框架逐步铺开，旧的培训项目用到 2027 年 8 月为止。官方还说明将在 2027 年复核这一框架。复核重点正是支持 SEND 学生的教学。
For new entrants the rules changed in September 2025, when the initial teacher training core content framework and the early career framework were merged into a single initial teacher training and early career framework. The department states that the new framework carries significantly more content on adaptive teaching and on supporting pupils with SEND, expects providers to supply fuller exemplification materials, and adds attention to oracy and early cognitive development. Training programmes based on it have been rolled out since September 2025, with existing courses running until August 2027. A review of the framework is planned for 2027, focused on how well it prepares teachers to support pupils with SEND.
怎么判断培训真的落地了
规模先说明为什么这件事躲不开。教育部官网 2026 年 6 月的统计写明，接受 SEN 支持的学生占 14.8%，持有 EHC 计划的占 6.0%，约 53.8 万人。其中 57.8% 在公立主流学校。判断培训是否落地，看四类证据比看到场签到有用。每个教师能说出自己课上做了哪两处调整。离班干预的时长与成效有没有被记录。相关学生的出勤与作业完成率有没有变化。家长会里能否讲清调整与结果。2027 年初官方会放出规划与评估的培训材料，学校可以先用这套模板对齐自己的口径。
Scale explains why this cannot be parked. Department for Education statistics published in June 2026 record 14.8% of pupils receiving SEN support and 6.0% with an education, health and care plan, about 538,000 pupils, of whom 57.8% are in mainstream state schools. To test whether training has landed, four kinds of evidence beat a signed attendance sheet: teachers who can name two adjustments they made in their own lessons, a record of how much time pupils spend outside the classroom and what it achieved, movement in attendance and completion of work, and parents leaving meetings clear about what changed. Official materials on planning and evaluation are due in early 2027.
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