The results of this research suggest that education for the manifestations, implications and support of SEN language learners should be high priority for all teacher education programmes and for all in -school professional development events. Training should be made compulsory for all teachers in order to ensure that they feel prepared and confident in referring their learners to the correct diagnostic services, in cases of concern over learner development. Teachers should also feel confident in being able to manage SEN learners through differentiation that supports their needs and builds on their strengths, to enable all learners to remain actively engaged throughout classes and feel fully included in all aspects of the learning process.