A Tale of Three SENCOS, post 2015 Reforms

Whalley, Sara

doi:10.1111/1467-9604.12227

Cited by 7 publications

(3 citation statements)

References 39 publications

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“…Due to the complexity of school leadership, the principal is expected to assign specific administrative duties to other functional leaders who are required to play important roles (Boscardin & Lashley, 2019; Poon-McBrayer & Wong, 2013). One such group of leaders is special educators, who are directly responsible for the learning of students with disabilities (Whalley, 2018). They oversee the development of learning plans, secure necessary teaching resources, and participate in the recruitment of professionals to support students with disabilities (Poon-McBrayer, 2017b).…”

Section: Inclusive Education and Leadershipmentioning

confidence: 99%

Inclusive School Leadership in Developing Context: What Are the Levers of Change?

Opoku

2022

Journal of Research on Leadership Education

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In developing sub-Saharan Africa, a region, that is, in the early stages of implementing inclusive education, there is limited discussion on inclusive leadership modules for training leaders. The qualitative study presented in this paper attempted to fill this knowledge gap by considering school leaders’ contributions to implementing inclusive education for students with disabilities. The paper identifies the challenges faced by schools and the initiatives they have implemented to promote inclusive education. The paper concludes by presenting a proposed heuristic leadership model that could be used to train leaders in low-income contexts to enable them to create inclusive learning environments.

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Section: Inclusive Education and Leadershipmentioning

confidence: 99%

Inclusive School Leadership in Developing Context: What Are the Levers of Change?

Opoku

2022

Journal of Research on Leadership Education

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“…They said to be involved in national questionnaires about the impact of policy on practical action. At the same time, Emmy pointed out that policies are still underdeveloped in standard procedures [91] she said that follow up the cases within the school described by Whalley [92] research study as fundamental inclusive research in the article "A Tale of Three SENCoS, post 2015 Reforms". In contrast with the general norm highlighted in previous studies [93] Emmy said that she never found herself working alone.…”

Section: School Promotes Meaningful Professional Development Experien...mentioning

confidence: 99%

Early Years Staff Experiences in a “Culture of Learning” Regarding Inclusion in a Nursery Class in a British School: An Interpretative Phenomenological Analysis

et al. 2023

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Less than 20% of the early childhood education and care (ECEC) staff members working in British early childhood centres agree that the inclusion of all children is an essential part of their working agenda, as they feel unqualified to take care of children with complex SEN or disabilities. This study makes a novel contribution by drawing on data compiled from a one-year ethnographic study which addressed the in-service learning experiences of seven teaching staff members that work inclusively. The participants included 2 classroom teachers, 1 SENCo (Special Educational Needs Coordinator), and 4 teaching assistants from a preschool class that teaches 92 children between the ages of 3 and 4, located in a primary school in England. We explore what professional learning means for the participants’ role, which professional learning opportunities are meaningful to them, and under which circumstances had been offered. This study not only does consider their opportunities for professional development on the job but also outside of work. The data were collected through semi-structured interviews, artifact analysis, and ongoing participant observation over one academic year. Data were analysed using interpretative phenomenological analysis (IPA). The results demonstrate that this case study offers a unique perspective of a microsystem that could be at risk due to a lack of awareness by leaders and administration. The study is divided into four themes that directly impact inclusive professional service-development practices: (1) challenges posed to continuous professional development by differing professional roles, (2) motives for in-service training: combining career, school, and authorities’ interests, (3) promotion of meaningful professional development experiences by school, and (4) self-determined classroom motivated by respect and recognition.

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“…This was enacted by, among other things, the introduction of Education, Health and Care Plans in the Special Educational Needs and Disability Code of Practice 0–25 years (DfE and DoH, 2015). Responses to this legislative shift have been offered by Whalley (2018) who explored the specific experiences of SENCos with regard to the 2015 reforms and, more recently, by Boesley and Crane (2018) who reported SENCo responses around the degree to which Education, Health and Care services are working together for the greater good of children and families. Overall, the picture in England portrays a system riddled with legislative hurdles that the SENCo must navigate if they are to impact on educational settings beyond fulfilling administrative duties.…”

mentioning

confidence: 99%

Intrinsic and extrinsic tensions in the SENCo role: navigating the maze of ‘becoming’

Kay

Chrostowska

Henshall

et al. 2022

Research in Spec Educ Needs

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The purpose of this narrative literature review is to provoke new ways of understanding the plethora of research around the role of the SENCo. Specifically, the aim is to use four themes as lenses to explore how SENCo identities are formed, and reformed, by intrinsic and extrinsic motivators. The four themes have been distilled from a list of standards that underpin the learning outcomes of the National Award for Special Educational Needs Coordination in England and are: change; culture; influence; and challenge. Although these themes stem from a given place and time, they mirror policy directives, and subsequent practice, across national boundaries and are visible in much of the research around the SENCo role and its equivalent. Whilst each of the themes is considered individually, areas of overlap are identified enabling both a focused, and wholesale, view of the literature in order to highlight areas of opportunity, conflict and tension that serve to shape SENCo identity.

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A Tale of Three SENCOS, post 2015 Reforms

Cited by 7 publications

References 39 publications

Inclusive School Leadership in Developing Context: What Are the Levers of Change?

Inclusive School Leadership in Developing Context: What Are the Levers of Change?

Early Years Staff Experiences in a “Culture of Learning” Regarding Inclusion in a Nursery Class in a British School: An Interpretative Phenomenological Analysis

Intrinsic and extrinsic tensions in the SENCo role: navigating the maze of ‘becoming’

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