2019
DOI: 10.3389/feduc.2019.00075
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Special Educational Needs Coordinators' Practice in England 40 Years on From the Warnock Report

Abstract: The Special Educational Needs Coordinator (SENCO) role in England has been formally established since 1994 to support inclusion. In 2009 it became mandatory for every new SENCO in a mainstream school in England to gain a postgraduate qualification in special educational needs coordination within 3 years of taking up a post, which includes a compulsory practitioner research component. This study examined 100 assignment abstracts from 50 SENCOs submitted as part of the postgraduate qualification delivered in one… Show more

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Cited by 8 publications
(15 citation statements)
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“…Despite this development in professional understanding of the role, the role is multifaceted; Kearns (2005) found that SENCos adopt multiple, sometimes concurrent, approaches or roles, including that of arbiter, rescuer, auditor, collaborator and expert. This supports the view that the SENCo role is particularly complex, creating specific difficulties for those in the role (Esposito & Carroll, 2019; Smith & Broomhead, 2019). Pragmatic issues, including a lack of appropriate time to undertake the tasks demanded by the role, are evident in the relevant literature, with studies highlighting how SENCos feel this restricts them from carrying out their role effectively (Done et al, 2016; Boesley & Crane, 2018; Curran et al, 2018).…”
Section: The Senco Role In the Pre‐covid Contextsupporting
confidence: 79%
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“…Despite this development in professional understanding of the role, the role is multifaceted; Kearns (2005) found that SENCos adopt multiple, sometimes concurrent, approaches or roles, including that of arbiter, rescuer, auditor, collaborator and expert. This supports the view that the SENCo role is particularly complex, creating specific difficulties for those in the role (Esposito & Carroll, 2019; Smith & Broomhead, 2019). Pragmatic issues, including a lack of appropriate time to undertake the tasks demanded by the role, are evident in the relevant literature, with studies highlighting how SENCos feel this restricts them from carrying out their role effectively (Done et al, 2016; Boesley & Crane, 2018; Curran et al, 2018).…”
Section: The Senco Role In the Pre‐covid Contextsupporting
confidence: 79%
“…When considering the role that SENCos may have in response to the Covid‐19 pandemic, it is important to recognise that their role was problematised prior to this and questions were raised about how the work of the SENCo is defined (Done et al, 2016; Esposito & Carroll, 2019; Pearson et al, 2015). More recently, Hallett and Hallett (2020) have questioned the usefulness of the SENCo role now that all class teachers are responsible for all children in their classes (DfE & DoH, 2015).…”
Section: The Senco Role In the Pre‐covid Contextmentioning
confidence: 99%
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