Laudable as these efforts are, they are yet to address the issue of teacher preparation, particularly pre-service training programs, which initially prepare teachers for teaching in primary and secondary schools. Despite the importance of initial teacher preparation in shaping the teachers' attitudes towards teaching and providing the requisite 'tools for the job' in the form of knowledge of subject matter and pedagogical skills, it is surprising that The SEN curriculum of teacher SEN has not received adequate attention from policy makers and development partners.
However, the tendency to take the teacher SEN curriculum for granted and the assumption that it is suitable and appropriate to all students' and classroom realities need to be questioned. Questions should be raised with regard to the extent to which The SEN curriculum adequately prepares teachers for the realities and expectations not only of mainstream schools but also of schools for minority students.
Pedagogy - the skill and knowledge of schooling and learning - that lets an educator to frequently improve and adjust his/her practice in order to constantly and successfully help student's master content and skills. (Feiman-Nemser, 2000).
Diversity- pertains to the amalgamation of students from different cultures/ethnic/religious etc in the same classroom. Diversity is a very common aspect of primary classrooms in UK due to the multi-cultural aspect of UK.
Plurality- refers to the majority of children in the classroom from one culture/group or ethnicity.
Key stage two (primary) children learning is of strategic importance for both their future and that of the nation. Key stage 2 (primary) teachers must be prepared with the knowledge, skills, values and techniques to interact successfully with children, parents, colleagues, administrators, and others who affect children's lives. They must adapt to the interests, learning styles and needs of individual children in a complex, rapidly changing and culturally diverse society. (Garet, Porter, Desimone, Birman, Yoon, 2001)
That's why teaching is a changing process for which key stage 2 (primary) teachers must be prepared. The Core Knowledge Foundation has found that a significant majority of teachers lack basic knowledge and skills needed for effective teaching in even the earliest grades. McRobbie (2000) notes that well over half of teachers get less than a day's worth of professional development annually, in contrast to teachers in other countries who engage in professional development for 10-20 hours a week. Hilliard (2000, p. 29-31), in claiming that a critical problem exists with traditional professional development activities, calls for fundamental change in how such activities are implemented.
Research suggests that preserves teachers often resist new knowledge that challenges their experiences with regard to the realities of race, class, gender, sexual orientation, and ability within the classroom and society (Pattnaik & Vold, 2001). Moreover, research highlights that predominantly white preserves teachers are typically unaware of their own racial identity (Powell, 2000). In addition, many preserves teachers tend to cling to and defend discourses that privilege those of