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Out of an interest in trainee teachers' perceptions of themselves as effective teachers we decided to research this area. We gave a questionnaire to the entire year 3 cohort in the BA in Primary Education teacher trainee course within our educational institution. We followed this with a series of focus group interviews. This paper analyses the perceptions held by this group. This group largely desired to co-construct their perceptions with their trainers and partners in schools. The researchers discuss the impact of such a view in the current national context of teacher training, given the trainees' perceptions that the current teacher training course is overly prescriptive. The paper concludes by articulating a model that delivers the accountability required by the Teacher Training Agency and leaves space for the teacher trainees to develop their individual understanding of what makes an effective teacher.

Current policy in relation to special needs prioritises early intervention and inclusive education, at least as ‘good intentions'’ This article argues for a paradigmatic shift away from individualist models of learning and disability. The social context of play is emphasised as the crucial arena for realising such good intentions, as long as it is geared to responding to, and developing, the self-determination, control, and identity of young disabled children becoming disabled adults in a disabling society.