This article reports the findings of a shared review of the initial preparation of teachers for special educational needs (SEN) in Ireland. The research was funded by the Centre for Cross Border Studies as part of its remit to support collaborative developments by teacher educators throughout Ireland, North and South. Policies for SEN and for initial teacher education in the two jurisdictions are reviewed. The special education representatives of 13 institutions of initial teacher education in Ireland responded to a survey and met in conference for focused discussion. The authors identify patterns in the positioning of what is currently construed as SEN knowledge within pre-service courses and suggest frameworks for the audit and coordination of SEN knowledge and experience in initial teacher education. (Contains 1 figure, 2 tables and 1 note.)