Training and developing the inclusive teacher for learners with SLD and PMLD

In this chapter, the following questions will be addressed: How are the rapidly changing policy and demographic contexts impacting on implications for training the next generation of special educators? What issues face newly qualified teachers (NQTs) wishing to enter special education? What are the implications for mentors supporting the emotional learning journey of those learning to teach in such challenging educational contexts? What characterises the pedagogical knowledge, skills and understanding of educators at different stages of their professional development, and their respective placement needs and mentoring implications?