A Case for Unpacking? Re‐defining the Role of the SENCO in the Light of the Code of Practice

Derrington, Chris

doi:10.1111/1467-9604.00027

Cited by 8 publications

(7 citation statements)

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“…The data from this part of the research mirrors the first NUT study in (Lewis, Neill and Campbell, 1996) and the smaller Derrington (1997) re s e a rch. The amount of non-contact time still varies a great deal and in some cases is totally inadequate to allow SENCOs to carry out their increasing responsibilities.…”

Section: Contextual Featuressupporting

confidence: 73%

“…This stage could be compared with earlier studies of this type such as Lew i s , Neill and Campbell (1996) and Derrington (1997) and falls into the category of description and contextualisation of the SENCO's role. The initial baseline questionnaire was given to all course members on the first day of the course.…”

Section: Stage 1 the Collection Of Contextual Data About The Senco Rolementioning

confidence: 99%

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What do special educational needs coordinators think they do?

Cowne¹

2005

Support for Learning

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In this article, Elizabeth Cowne presents the results of research which began as an investigation into the organisational contexts in which special educational needs coordinators (SENCOs) work, and continued as an evaluation of the outreach SENCO training accredited with the London Institute of Education. Questionnaire data was collected from course members over a three-year period. Further research used focus groups in four London boroughs to explore SENCOs' views of their constant and emerging roles. Interviews with local education authority (LEA) officers from the same London boroughs enquired how SENCOs and their schools were supported. Findings confirmed earlier research showing the importance of management support. Where SENCOs had sufficient non-contact time and status, they felt efficient. Taking part in the long courses enhanced confidence, skills and knowledge. The focus groups uncovered the wide variety and expanding roles held by SENCOs: the majority requiring work with pupils, parents, teachers, teaching assistants (TAs) and outside agencies. LEA support was seen as essential in maintaining this ever-changing development.

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Section: Contextual Featuressupporting

confidence: 73%

Section: Stage 1 the Collection Of Contextual Data About The Senco Rolementioning

confidence: 99%

What do special educational needs coordinators think they do?

Cowne¹

2005

Support for Learning

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“…Performance-based systems of teacher promotion may act to divide teachers, discouraging collaboration (Blake et al, 2000, p. 48). Since the function of special needs coordination in the United Kingdom was first established (DfEE, 1994) researchers have argued that the constituent managerial, pastoral and teaching functions require greater allocation of time, role sharing or role reduction (Derrington et al, 1996;Derrington, 1997). Research has highlighted the demands, conflicts and dilemmas of managing special educational needs in mainstream schools (Norwich, 1993;Dyson & Gains, 1995).…”

Section: Contemporary Demands Upon Senco Learningmentioning

confidence: 99%

Exploring the Experiential Learning of Special Educational Needs Coordinators

Kearns

2005

Journal of In-Service Education

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With a view to developing support for university accreditation, this small-scale study assisted 18 special educational needs coordinators (SENCos) to identify significant learning at work and consider possibilities for accredited learning projects. Participants wrote and shared narratives of critical learning incidents, assessed the contribution of a range of learning influences and identified five role variations with corresponding priorities, preferences and opportunities for structured learning. SENCos with management status and curriculum development roles suggested a greater range of potential learning projects, and were more confident of the involvement of others than those with heavy teaching and support roles who preferred topics in which their own action tended to be a focus for research and development. The author argues that, for too many SENCos, their experiential learning remains confined within selective school functions, rather than part of a planned exposure to school leadership in all its forms. Advancing their use of APEL arrangements will continue to require extensive university support and understanding.

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“…The link between paperwork and non-contact time is clearly established by Derrington (1997a). Where SENCos retained responsibility for administration and still had a substantial teaching commitment, paperwork associated with the Code was seen to be particularly challenging.…”

Section: Paperworkmentioning

confidence: 99%

The SEN Code of Practice: Is it User‐Friendly?

Bowers

Wilkinson

1998

British J Special Edu

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The 1997 Green Paper (DfEE, 1997) refers to a new ‘Code of Practice’ to ‘be in place by the year 2002’. The present Code contains both principles and procedures, which LEAs and schools are expected to apply, and against which agencies will measure their performance. Yet how user‐friendly are they? In this article, a shortened version of a paper prepared as part of a National Research Project, Tony Bowers and David Wilkinson (from the School of Education, The University of Cambridge) consider evidence from past writings and research.

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A Case for Unpacking? Re‐defining the Role of the SENCO in the Light of the Code of Practice

Cited by 8 publications

References 1 publication

What do special educational needs coordinators think they do?

What do special educational needs coordinators think they do?

Exploring the Experiential Learning of Special Educational Needs Coordinators

The SEN Code of Practice: Is it User‐Friendly?

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