If you keep to SEN generalities such as the Code of Practice, Individual Education Plans etc, there is always the risk that PGCE students destined to be mainstream secondary school subject teachers may pay lip service to SEN provision, deferring the main responsibility for children with SEN to the SENCo. By calling attention to the work of subject teachers, and their subject associations, in the field of SEN, you might reinforce future secondary school subject teachers' "ownership" of the process of differentiating the National Curriculum to include their more vulnerable students. On my website at http://www.specialeducationalneeds.com/inclusivecurricula/sen/biblio.htm I have a series of bibliographies full of references to the teaching of particular subjects to students with a variety of SEN, from autistic spectrum disorders to visual impairment. SENCOs like to say that every subject teacher is also an SEN teacher. Making the link between SEN and the National Curriculum will help young subject teachers discharge their SEN teaching duties more competently and enthusiastically.