📚 How Schools Run In-School SEND and Inclusive Education Training: A Materials Use Guide | 学校如何做特殊教育需要与融合教育校内培训：材料使用指南
In-school training is the point at which a school's SEND policy stops being a document in a folder and becomes something a teacher actually does on a Tuesday afternoon with a class of thirty. External courses are useful, but they are expensive, they remove staff from lessons, and the content is rarely written around your pupils. The most effective SEND provision is built through short, repeated, in-house sessions that use carefully chosen materials: pupil profiles, the graduated approach cycle, case studies drawn from your own corridors, and observation tools that make good practice visible. This guide sets out how to select, adapt, sequence and quality-assure those materials so that training changes practice rather than simply filling a CPD log.
校内培训，是学校特殊教育需要（SEND）政策从文件夹里的一份文件，变成教师周二下午面对三十名学生时真正做出的教学行为的那个转折点。外部课程有价值，但费用高、要把教师从课堂上抽走，而且内容往往不是围绕你的学生写的。最有效的 SEND 支持，是通过短时、反复、校本化的培训建立起来的，而这些培训依赖经过精心挑选的材料：学生档案、分级支持循环、取自本校走廊的案例，以及能让好做法"看得见"的观察工具。本文说明如何选择、改编、排序和质量把关这些材料，让培训真正改变实践，而不是只填满一份专业发展记录表。
1. Why In-School Training Outperforms One-Off External Courses | 为什么校内培训优于一次性外部课程
An external course gives one teacher a powerful two-hour experience; an in-school programme gives every adult in the building a shared language. The difference matters because SEND provision depends on consistency between the class teacher, the teaching assistant, the lunchtime supervisor and the cover teacher. When everyone has seen the same pupil profile and practised the same de-escalation script, the pupil experiences one school rather than five different adults.
外部课程给一位教师两小时的高强度体验；校内培训则让学校里每一位成年人拥有共同语言。这个差别很关键，因为 SEND 支持的质量取决于班主任、助教、午间督导和代课教师之间是否一致。当所有人都看过同一份学生档案、练过同一套降级安抚话术，学生体验到的才是"一所学校"，而不是五个各不相同的成年人。
In-school sessions also solve the transfer problem. Research on teacher professional development consistently shows that input alone changes little; change comes from input plus rehearsal plus follow-up observation in the teacher's own room. Materials used in-house can be revisited in a ten-minute briefing the following week, which an external provider can never do.
校内培训还能解决"迁移"问题。关于教师专业发展的研究反复表明：只听课几乎不改变实践；改变来自输入 + 演练 + 在教师自己的教室里进行的后续观察。校内使用的材料可以在下周十分钟的短会上再次出现，这是外部机构永远做不到的。
External course: high cost per head, low follow-up, generic examples.
外部课程：人均成本高、后续跟进弱、案例通用。
In-school training: low marginal cost, built-in follow-up, local cases, shared vocabulary.
校内培训：边际成本低、自带跟进、本地案例、共同语言。
2. Mapping Materials to the Four Broad Areas of Need | 把材料对应到四大需求领域
The SEND Code of Practice groups need into four broad areas: communication and interaction; cognition and learning; social, emotional and mental health; and sensory and physical needs. A common failure in school training is to drown staff in generic inclusion theory instead of giving them materials targeted at one area at a time. Map every resource you hold against these four headings before you plan the year.
《特殊教育需要实践守则》把需求分为四大领域：沟通与互动；认知与学习；社会、情绪与心理健康；感官和／或身体需求。学校培训常见的失败，是用泛泛的融合教育理论淹没教师，而不是每次只针对一个领域给出材料。在规划全年培训之前，先把学校手上的每一份资源对应到这四个标题下。
| Broad area | 需求领域 | Typical materials | 典型材料 |
| Communication and interaction | 沟通与互动 | Visual timetable templates, now-and-next boards, vocabulary pre-teaching grids, social story frames, speech and language referral flowcharts |
| Cognition and learning | 认知与学习 | Precision teaching probes, phonics diagnostic sheets, chunked task planners, worked-example scaffolds, retrieval-practice templates |
| Social, emotional and mental health | 社会、情绪与心理健康 | Zones-style regulation charts, anxiety mapping sheets, behaviour-as-communication scripts, restorative conversation prompts |
| Sensory and physical | 感官与身体 | Accessibility checklists, seating and lighting audits, fine-motor activity banks, moving-and-handling guidance summaries |
A useful rule is one area per half term. Depth beats breadth: staff who have genuinely practised visual support for six weeks will use it for years, whereas staff who have heard about all four areas in one INSET day will remember none of them.
一条实用规则是：每半学期聚焦一个领域。深度胜过广度。真正练了六周视觉支持的教师会用上几年；而在一次全体培训日里听完全部四个领域的教师，一个都记不住。
3. The Core Materials Kit Every School Should Hold | 每所学校都该持有的核心材料包
Before buying anything, audit what already exists on your shared drive. Most schools are materials-rich and organisation-poor. What is missing is rarely another PDF; it is a curated, version-controlled kit with a clear owner, usually the SENCO or an inclusion lead, and a clear location that every member of staff can find in under thirty seconds.
在花钱采购之前，先盘点共享硬盘上已有什么。多数学校是"材料丰富、组织贫乏"。缺的往往不是又一份 PDF，而是一个经过筛选、版本受控的材料包，有明确的负责人（通常是 SENCO 或融合教育负责人），以及一个全体员工三十秒内就能找到的明确位置。
Policy layer: the SEND policy, the SEND information report, the accessibility plan, the graduated approach flowchart, and the school's definition of "ordinarily available provision".
政策层：SEND 政策、SEND 信息报告、无障碍计划、分级支持流程图，以及学校对"常规可及支持"的界定。
Pupil layer: one-page profiles, provision maps, individual targets, reasonable-adjustment records.
学生层：一页式学生档案、支持地图、个人目标、合理调整记录。
Practice layer: strategy banks per area of need, observation forms, lesson-planning checklists, TA deployment guidance.
实践层：按需求领域划分的策略库、观察表、备课清单、助教部署指南。
Training layer: a slide deck per topic, a facilitator note, a one-page handout, and a five-question check for understanding.
培训层：每个主题一套幻灯片、一份主持人说明、一页讲义，以及五道理解检测题。
Name files with a date and a version number, for example "SEND - Visual Support - v3 - 2025-09". Staff lose trust in materials the moment they present an outdated version to a parent.
给文件命名时加上日期和版本号，例如 "SEND - Visual Support - v3 - 2025-09"。一旦教师拿着过时版本去和家長沟通，材料就立刻失去信任。
4. Turning the Code of Practice into Teachable Slides | 把《实践守则》转化成可讲授的幻灯片
Statutory text is not training material. Copying paragraphs from the Code of Practice onto slides produces boredom, not competence. The translation rule is simple: every legal duty becomes a classroom decision. "Schools must use their best endeavours to secure special educational provision" becomes "here are the three things you do when a pupil is on the register but not making progress".
法定文本不是培训材料。把《实践守则》的段落复制到幻灯片上，产生的只是无聊，不是能力。转化规则很简单：每一项法律义务都要变成一项课堂决定。"学校必须尽最大努力提供特殊教育支持"要变成"当一名学生已在名单上但仍无进步时，你要做的三件事"。
The graduated approach of assess, plan, do, review is the backbone of any SEND training sequence. Build a four-slide template you reuse every term: one slide for each stage, each with a single question staff must be able to answer about their own pupils.
"评估—计划—实施—复查"的分级支持循环，是任何 SEND 培训序列的主干。做一个每学期都能复用的四页幻灯片模板：每个阶段一页，每页只放一个教师必须能就自己学生回答的问题。
Assess → Plan → Do → Review → (cycle repeats) | 评估 → 计划 → 实施 → 复查 →（循环重复）
Assess: What is the pupil actually finding hard, and what evidence do we have?
评估：这名学生真正困难的是什么？我们有什么证据？
Plan: What adjustment, who delivers it, how often, and what does success look like?
计划：什么调整、谁来做、多久一次、成功是什么样子？
Do: What does the class teacher do differently on Monday morning?
实施：周一早上班主任具体会做得不一样的是什么？
Review: What changed, and what is the next single step?
复查：发生了什么变化？下一步只做哪一件事？
5. Adapting the Same Content for Teachers, TAs and Support Staff | 同一内容如何适配教师、助教与支持人员
The content should be identical; the entry point should not. A teaching assistant needs the practical script for the first ten minutes of a lesson; a class teacher needs the planning decision that makes the script unnecessary for most pupils. Feeding both audiences the same slide deck is the single most common waste of CPD time in schools.
内容应当相同，但切入点不应相同。助教需要的是课堂前十分钟的实操话术；班主任需要的则是那个能让话术对多数学生变得不必要的备课决定。给两类受众放同一套幻灯片，是学校专业发展时间里最常见的浪费。
| Audience | 受众 | Entry point | 切入点 | Session length | 时长 |
| Class teachers | 班主任 | Planning, differentiation, reasonable adjustments, evidence for review meetings | 45-60 min |
| Teaching assistants | 助教 | Scaffolding, prompting hierarchy, independence vs dependence, recording observations | 30-45 min |
| Support staff | 后勤与支持人员 | Communication basics, sensory triggers in corridors and dining halls, who to tell and how | 20-30 min |
| Middle leaders | 中层管理者 | Quality assurance, learning walks, provision mapping, pupil progress meetings | 45 min |
Never train about a category of need in isolation from a pupil. Generic sessions on autism or dyslexia are far weaker than sessions built around a profile, a strategy and an observation form that staff will use that week.
永远不要把"某类需求"的培训和具体学生割裂开。泛泛讲自闭症或阅读障碍的培训，远不如围绕一份学生档案、一个策略和一张当周就要使用的观察表来做的培训。
6. The One-Page Pupil Profile: The Most-Used Material in the Building | 一页式学生档案：校内使用率最高的材料
If a school invests in only one piece of SEND material, it should be the one-page pupil profile. It is short enough to be read before registration, specific enough to change behaviour, and it travels with the pupil to every classroom, the dining hall and the minibus. Crucially, it is written with the pupil, not merely about the pupil.
如果学校只投入一份 SEND 材料，那应该是"一页式学生档案"。它短到可以在点名之前读完，具体到足以改变行为，而且能跟着学生走进每一间教室、食堂和校车。关键在于：它是和学生一起写的，而不只是关于学生的。
What people notice about me - strengths, interests, what I am good at.
别人会注意到我的地方——优势、兴趣、我擅长什么。
What I find hard - described in observable terms, not labels.
我觉得困难的事——用可观察的语言描述，不用标签。
What helps me - the three or four adjustments that matter most.
什么对我有帮助——最重要的三到四项调整。
What does not help me - including well-meant strategies that backfire.
什么对我没帮助——包括出于好意却适得其反的做法。
How to tell when I am struggling - early warning signs, and the agreed response.
怎么看出我正吃力——早期预警信号，以及约定的应对方式。
Who to ask - named adults and the pupil's own preferred approach.
可以找谁——具体成人姓名，以及学生自己偏好的求助方式。
Keep profiles to one side of A4. Anything longer will not be read by a supply teacher at 8:25 in the morning, and a profile that is not read has zero impact.
档案控制在一张 A4 的一面以内。更长的东西，代课教师在早上八点二十五分不会读；而没被读过的档案，影响为零。
7. Running a 60-Minute In-House SEND Session | 开展 60 分钟校内 SEND 培训
School CPD time is short and often after a full teaching day, so the session design must protect attention. The most reliable structure is a short input, a long rehearsal, and a concrete commitment. Aim for roughly one third explanation, two thirds practice and discussion.
学校的专业发展时间很短，而且常在完整的一天教学之后，所以培训设计必须保护注意力。最可靠的结构是：短输入、长演练、具体承诺。大致目标为三分之一讲解、三分之二练习与讨论。
| Time | 时间 | Activity | 活动 |
| 0-5 min | Case opener: one real, anonymised incident and the question "what would you have done?" |
| 5-15 min | Core input: one strategy, one model, one worked example |
| 15-35 min | Paired rehearsal using the handout: plan it, say it, try it, critique it |
| 35-50 min | Apply to a named pupil from your class; write one action on the commitment slip |
| 50-60 min | Share back, agree the follow-up window, set the learning-walk focus |
End every session with a written commitment: one adjustment, one pupil, one week. Collect the slips. They become the evidence base for the next review cycle and give leaders something concrete to look for in learning walks.
每次培训都以一份书面承诺结束：一项调整、一名学生、一周时间。把承诺条收上来，它们会成为下一个复查周期的证据基础，也让管理者在课堂巡视时有事可查、有物可看。
8. Writing Local Case-Study Materials | 编写本地案例材料
Published case studies are polished, plausible and strangely forgettable. A case study built from your own school - anonymised, checked with the family, and changed enough that no pupil is identifiable - lands far harder because staff recognise the corridor, the timetable and the pressure points.
公开发表的案例往往打磨得漂亮、看似可信，却莫名地记不住。取自本校的案例——匿名处理、与家庭沟通确认、并改动到无法识别任何学生——效果要强得多，因为教师认得那条走廊、那张课表和那些压力点。
Anonymise properly: change year group, subject, gender, and any distinctive detail. Do not rely on initials alone.
认真匿名化：改动年级、学科、性别和任何具辨识度的细节。不要只靠姓名缩写。
Check with the family: most parents are generous when asked; almost none forgive being surprised.
与家庭确认：大多数家长被问到时是慷慨的；几乎没有人能接受被"突然发现"。
Keep the dilemma real: the best cases have no clean answer, only trade-offs between time, staffing and the needs of the other pupils.
保留真实的两难：最好的案例没有干净利落的答案，只有时间、人力与其他学生需求之间的取舍。
Add a materials appendix: attach the profile, the provision map entry and the observation form the staff would have used.
附上材料附录：把学生档案、支持地图条目和当时会使用的观察表都附上去。
9. Accessible Formats, Readability and Copyright | 无障碍格式、可读性与版权
Training materials about inclusion must themselves be inclusive. If your handout is dense, small-print and text-only, you have just modelled the opposite of what you are teaching. Apply the accessibility standard you expect staff to apply in lessons.
关于融合教育的培训材料，本身必须是融合的。如果你的讲义密密麻麻、字号很小、纯文字，那你示范的恰恰是反面。把你希望教师在课堂上使用的无障碍标准，先用在自己的材料上。
Sans-serif fonts, minimum 12 pt, generous line spacing, no dense blocks of capitals.
无衬线字体，最小 12 磅，行距宽松，不要整段大写字母。
Short sentences and plain English; explain any acronym the first time it appears - EHCP, SENCO, SaLT, ELSA.
短句与平实语言；任何缩写首次出现时都要解释——EHCP、SENCO、SaLT、ELSA。
Provide an editable version so staff can enlarge, translate or simplify for families.
提供可编辑版本，便于教师放大、翻译或为家庭简化。
Check copyright before republishing: many commercial assessment and intervention materials cannot be copied into your own pack. Link to the source, or buy a licence, rather than scanning.
重新发布前检查版权：许多商业测评与干预材料不能直接复制进你的材料包。要么链接到原始来源，要么购买许可，不要直接扫描。
Offer coloured overlays, audio versions and paper alternatives rather than assuming the screen is enough.
提供有色滤光片、音频版本和纸质替代品，不要以为有屏幕就够了。
10. Quality Assurance: Do the Materials Change Practice? | 质量保证：材料是否真的改变了实践
Folders full of materials prove nothing. The only test of a training resource is whether it changes what an adult does and how a pupil responds. Build a three-question check into every resource you keep, and delete anything that fails all three.
装满材料的文件夹什么也证明不了。一份培训资源唯一的检验标准是：它是否改变了成年人的做法，以及学生的反应是否随之改变。给你保留的每一份资源加三道自检题，三道都过不了的，删掉。
Is it usable within a week? If staff cannot apply it in the next five teaching days, it is background reading, not training.
一周内能用上吗？如果教师在未来五个教学日内用不上，它就是背景阅读，不是培训材料。
Is it specific enough to be observed? Could a learning walk see it happening in a lesson?
它具体到可以被观察吗？课堂巡视能否在一节课里看到它在发生？
Does it include a pupil outcome? What will be different for the pupil in four to six weeks?
它包含学生结果吗？四到六周后，学生会有什么不同？
Pair this with light-touch evidence collection: a two-minute staff poll, three learning-walk snapshots, and one pupil voice conversation per half term. Keep it small enough to be sustainable every year rather than impressive once.
配合轻量的证据收集：一次两分钟的教师问卷、三次课堂巡视速记、每半学期一次学生访谈。规模要小到每年都能坚持，而不是只做一次很漂亮。
11. Common Pitfalls When Schools Use SEND Materials | 学校使用 SEND 材料时的常见陷阱
Most failures are predictable, and almost all of them are organisational rather than intellectual. Naming them in advance saves a year of drift.
多数失败是可以预见的，而且几乎都是组织问题而非认识问题。提前把这些陷阱说出来，可以省下一年原地打转的时间。
Label-first training. Sessions built around a diagnosis rather than a need produce staff who talk about categories and plan nothing.
标签优先的培训。围绕诊断而非需求来做的培训，只会产出满口分类、却不做任何具体规划的教师。
The single INSET day. One September day on inclusion, followed by ten months of silence, changes almost nothing.
一年一次的培训日。九月讲一天融合教育，然后沉默十个月，几乎什么也改变不了。
Materials without an owner. Unmaintained resources age badly and quietly undermine the SENCO.
材料没有负责人。无人维护的资源会迅速过时，并在不知不觉中削弱 SENCO 的可信度。
Telling, not rehearsing. Staff who have only heard a strategy will not use it under pressure.
只讲不练。只在培训中听过某个策略的教师，在压力下不会使用它。
Ignoring the physical and sensory environment. Many "behaviour" materials should really be lighting, seating and corridor-flow materials.
忽视物理与感官环境。许多"行为"材料，其实本该是照明、座位和走廊动线的材料。
Pupil voice as decoration. If the pupil's view never changes a decision, asking for it teaches cynicism.
把学生声音当装饰。如果学生的意见从未改变过任何决定，去询问它只会教会他们犬儒。
12. A Termly Materials Calendar | 学期材料日历
Sustainability comes from rhythm. A three-term cycle lets you cover the four areas of need, revisit the graduated approach twice a year, and still leave space for the unplanned issue that always arrives in week five. The table below is a starting template rather than a fixed rule.
可持续性来自节奏。三个学期的循环，让你能覆盖四大需求领域、每年两次重温分级支持循环，同时为总会在第五周出现的那件突发事情留出空间。下表是起始模板，而非固定规则。
| Term | 学期 | Focus | 重点 | Key materials | 关键材料 |
| Autumn 1 | 秋季前半 | Graduated approach and one-page profiles | Four-slide cycle template, profile template, provision map |
| Autumn 2 | 秋季后半 | Communication and interaction | Visual support bank, vocabulary grids, referral flowchart |
| Spring 1 | 春季前半 | Cognition and learning | Precision teaching probes, chunked task planners, scaffolds |
| Spring 2 | 春季后半 | Social, emotional and mental health | Regulation charts, anxiety mapping, restorative prompts |
| Summer 1 | 夏季前半 | Sensory and physical needs |
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