Key Responsibilities and Required Skills for Additional Needs Teacher

🎯 Role Definition

The Additional Needs Teacher is responsible for planning and delivering high‑quality, tailored instruction to learners with additional needs or special educational needs and disabilities (SEND). You will assess students’ individual needs, develop and implement Individual Education Plans (IEPs), liaise with allied professionals (therapists, psychologists, care staff), adapt curricula and teaching strategies, monitor progress, and ensure each student is supported to reach their potential. You will operate within inclusive education settings and work closely with parents/carers, teaching assistants and the wider school or college team to promote independence, achievement and well‑being.

📈 Career Progression

Typical Career Path

Entry Point From:

Classroom Teacher with some SEND experience
Specialist Intervention Teacher or Learning Support Practitioner
Teaching Assistant with Additional Needs responsibility

Advancement To:

Lead Additional Needs Teacher or SEND Coordinator (SENCO)
Inclusion Manager / Head of SEND Department
Senior Leadership Role in Inclusion or Student Support Services

Lateral Moves:

Specialist Tutor for Specific Learning Difficulties (SpLD)
Educational Psychologist Assistant or Liaison Specialist
Curriculum Developer for Inclusive Practice

Core Responsibilities

Primary Functions

Assess and identify the additional learning needs of students by reviewing referral information, current attainment data and liaising with external professionals, then design and implement appropriate programmes of support.
Develop and maintain Individual Education Plans (IEPs) or Education, Health and Care Plan (EHCP) outcomes for students with additional needs and monitor progress, adapting the support as required.
Plan and deliver differentiated lessons tailored to students with a range of needs (e.g., autism spectrum disorder, ADHD, SEMH, sensory impairments, complex learning difficulties) ensuring full access to the curriculum and promoting meaningful progress.
Use specialist teaching strategies, assistive technologies and adaptive resources to enable learners with disabilities or additional needs to engage in classroom activities, assessments and peer interaction.
Implement effective behaviour management, support social‑emotional learning, independence and resilience by establishing structured routines, positive reinforcement and agreed behaviour interventions.
Collaborate with class teachers, teaching assistants and support staff to integrate students with additional needs into mainstream lessons or specialist provisions, ensuring smooth transition and continuity of support.
Work closely with allied professionals — speech and language therapists, occupational therapists, educational psychologists, physiotherapists and external agencies — to co‑ordinate intervention plans and monitor effectiveness.
Liaise regularly with parents and carers, convene review meetings, provide regular updates on student progress and engage families in the full implementation of support strategies.
Maintain accurate records of student progress, interventions, adaptations to teaching, attendance and behavioural data, and produce reports for leadership, meetings and inspections.
Review and adapt curriculum content, assessment materials and teaching methodologies to reflect the needs of learners with additional needs and promote inclusion across subjects.
Provide one‑to‑one and small group teaching, intervention sessions and focused support for students requiring higher levels of support to meet their learning goals.
Contribute to the recruitment, induction and development of teaching assistants or support staff working with additional needs students, providing training and guidance on inclusive strategies.
Organise and support out‑of‑class activities, educational visits, transition programmes and work experience for students with additional needs, ensuring risk assessment and access arrangements are in place.
Monitor and analyse student outcomes, including attainment, progress and attendance of learners with additional needs, and identify patterns or barriers; recommend and implement improvement actions.
Ensure compliance with statutory responsibilities, safeguarding children and young people, equality legislation, the Additional Learning Needs (ALN) code (Wales) or equivalent SEND frameworks, and the school’s policy on inclusion.
Develop and deliver CPD sessions or workshops for staff on inclusive practices, specialist interventions and best use of resources for learners with additional needs.
Manage and allocate specialist resources, equipment and assistive technology for students with additional needs, ensuring safe use, accessibility and cost‑effectiveness.
Serve as a point of contact for student‑support planning, liaising with external agencies, maintaining professional networks and staying current with best practice in special education.
Foster a school culture of inclusion, raising awareness among all staff of additional needs, promoting equality of opportunity, reducing barriers to learning and celebrating student achievements.
Lead or participate in curriculum review, departmental planning, inclusion strategy development and provision mapping to ensure the school meets the diverse needs of all learners.

Secondary Functions

Support data‑driven projects related to student inclusion, retention and progress analysis in the additional needs provision.
Participate in advisory or steering groups for inclusion initiatives, contribute to funding bids, or lead community outreach programmes for additional needs learners.
Collaborate with academic and vocational staff to adapt learning programmes for post‑16 or adult learners with additional needs and support transitions into further education or employment.

Required Skills & Competencies

Hard Skills (Technical)

Proven expertise in teaching learners with additional needs / special educational needs and disabilities (SEND) or Additional Learning Needs (ALN) and designing tailored support programmes.
Strong ability to develop, implement and monitor Individual Education Plans (IEPs) or EHCP outcomes and evaluate their effectiveness.
Competence in using assistive and adaptive technologies (e.g., bespoke software, communication aids, sensory equipment) and modifying curriculum materials for accessibility.
Skilled in differentiation and curriculum adaptation: modifying lesson plans, assessment methods and resources to suit students with diverse learning profiles.
Excellent behaviour management skills and knowledge of intervention strategies to support SEMH, ASD, ADHD and learners with physical/sensory impairment.
Familiarity with statutory frameworks, safeguarding regulations, equality legislation and inclusion codes (e.g., ALN Code Wales, SEN Code England) and ability to ensure compliance.
Strong data‑analysis skills: able to interpret student performance, progress reports, attendance and behavioural data and use findings to drive improvement.
Ability to lead, supervise and develop teaching assistants or support staff working with students with additional needs.
Excellent proficiency in record‑keeping, report writing, preparation of documentation for external agencies and participation in review meetings.
Good project management and resource‑management skills: organising specialist resources, deploying staff support and coordinating support plans effectively.

Soft Skills

Outstanding interpersonal and communication skills: able to build trusting relationships with students, families, staff and external professionals.
Empathy, patience and resilience: able to understand and respond to complex needs of learners, maintain calm in challenging situations and persistently advocate for students.
Strong organisational and time‑management skills: juggling multiple IEPs, small‑group sessions, meetings, planning and record‑keeping efficiently.
Collaborative team‑working: able to work closely with mainstream teachers, therapists, support assistants and senior leadership to promote cohesive inclusive education.
Adaptability and flexibility: comfortable teaching across different settings, age ranges, needs profiles and responding to changing student and organisational demands.
Reflective practice and continuous improvement mindset: willing to review own practice, implement feedback, engage in professional development and drive change.
Initiative and problem‑solving: proactively identify barriers to learning, propose solutions, adapt strategies and take ownership of outcomes.
Leadership and mentoring: able to guide, support and develop others in inclusive teaching practices and promote best practice across teams.
Cultural awareness and inclusive mindset: respectful of diversity, able to foster inclusive environments and ensure equity of access for all learners.
Commitment to student‑centred learning: motivated to raise achievement, promote independence, nurture self‑esteem and help students fulfil their potential.

Education & Experience

Educational Background

Minimum Education:
Qualified Teacher Status (QTS) or equivalent teaching qualification in the relevant jurisdiction; degree in education or relevant subject area.

Preferred Education:
Post‑graduate qualification in Special Educational Needs (SEN), Additional Learning Needs (ALN), Inclusive Education or equivalent specialist training.

Relevant Fields of Study:

Special Educational Needs / Disabilities (SEND)
Additional Learning Needs (ALN)
Inclusive Education / Differentiated Instruction
Education, Psychology, Early Years or related disciplines

Experience Requirements

Typical Experience Range:
3–5 years of classroom teaching experience, including at least 1 year working with learners with additional needs or in a specialist provision.

Preferred:
5+ years of experience in a specialist setting, experience designing and leading programmes for students with complex needs, proven track record of enhancing outcomes for learners with additional needs.