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This study by Purdy & McGuckin set out to explore the knowledge and confidence of student teachers in relation to disablist bullying. Two centres for Initial Teacher Education, one in each jurisdiction, were selected for recruitment of participants. The study highlights the high importance attributed to SEN and bullying by student teachers but also the sporadic provision and low confidence in meeting the needs of children with SEN. The study also reveals that none of the participants in either jurisdiction have received any guidance at all in relation to disablist bullying as part of their Initial Teacher Education.
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