Interview outline
Ⅰ. SEN Children
1. How many SEN children are there in the school at present? How many are there
in each grade?
2. When did our school begin to admit SEN children? What kind of children can be
admitted?
3. At present, what kinds of SEN children are in the school? (Type) Have they been
diagnosed with any medical conditions? What are the main conditions?
4. In addition to physical or cognitive deficits, have you observed that SEN children
might have some strengths in certain areas? Could you give an example?
Ⅱ. SENCo
1. How many SENCos are there in the school? How many are there in each grade?
2. Under what conditions can SENCos be provided to SEN children?
3. For those SEN children who do not have SENCo, what kind of special care should
be given by class teachers and teaching assistants?
4. What are the main sources of SENCos? What training do they need in advance?
5. What do you think are the main responsibilities of SENCos? Is it necessary for them
to always be there for SEN children in the classroom?
6. According to your observation, what can be improved in the cooperation between
SENCos and other teachers?
Ⅲ. IEP/EHCP
1. How many students have IEP/EHCP in our school?
2. What criteria should students meet to receive an IEP/EHCP?
3. Do you think there are students in our school who should have an IEP/EHCP but
haven’t had one yet?
4. What are the main dimensions covered in the IEP/EHCP? What is the main basis
for the formulation?
5. Does the IEP/EHCP have short-term goals? How are short-term and long-term
goals determined?
6. How can we assess whether students have achieved their IEP/EHCP goals?
7. What do you think are the main barriers to students not achieving their IEP/EHCP
goals?
8. How is the IEP/EHCP implemented in the actual context? What are the main
difficulties?
Ⅳ. Inclusive Curriculum and Teaching
1. Who is involved in developing the curriculum at each grade level? Will it be
adapted to meet the needs of SEN children? How to adjust?
2. What needs do you think teachers should take into account when preparing
lessons for exceptional children?
3. Based on your experience, what inclusive teaching strategies are more effective for
KS1 students?
4. Will our school evaluate the curriculum and teaching in terms of inclusive
education? What do you think are the main criteria for an excellent inclusive course?
5. What do you think are the problems with the inclusive curriculum in our school?
How can we solve them?
Ⅴ. Sensory Room
1. What facilities are available in the Sensory Room at school? What function does
each have?
2. Who is the Sensory Room mainly for? Under what circumstances are students
advised to use it?
3. What particular behaviors of SEN a child suggest that s/he needs to go to the
Sensory Room right away?
4. In your opinion, how can the Sensory Room help SEN children achieve their
IEP/EHCP goals?