Ideology influencing action: special educational needs co‐ordinator and learning support assistant role conceptualisations and experiences of special needs education in England

Abstract

One outcome of England's Code of Practice’ (DfE, 1994) was an increase, first, in the number of learning support assistants (LSAs) working in mainstream schools and, second, the establishment of the role of special educational needs co‐ordinator (SENCO). Semi‐structured interviews were conducted with SENCOs and LSAs to explore: (i) why they chose their occupation; (ii) how they conceptualise their role and (iii) the decisions they make when endeavouring (or not) to cultivate an inclusive culture in schools. Many SENCOs sought the role in order to increase the educational attainment and life chances of pupils with special educational needs and/or disabilities (SEND). Inclusive concepts such as fairness, equality and social justice underpinned their rationales. LSA justification was more pragmatic and often related to how the role would help them to achieve a further career ambition, or because it was compatible with personal circumstances. Younger participants thought that they could strengthen their teacher training applications by using the role of LSA to gain more experience working in schools generally, and with pupils with SEND in particular. The role of both SENCO and LSA has been found to be extremely diverse in England, depending largely on the needs and resources of the schools in which these two groups find themselves.

Time, expertise and status: barriers faced by mainstream primary school SENCos in the pursuit of providing effective provision for children with SEND

“…The literature base, not least the Green Paper of 1993 and the voice of the SENCo themselves through research (e.g. Maher and Vickerman, ), provides an outline of the SENCo’s role and responsibilities as complex and dynamic. Kearns’ () typology of SENCo role and responsibilities particularly illustrates the wide remit taken on by those in this position (namely: arbiter, rescuer, auditor, collaborator and expert).…”

“…However this is not always implemented on the ground (HMSO, ). Interestingly Pearson et al () highlighted that a major barrier for SENCos in the pursuit of effectively fulfilling their role is not being included on the SMT, with more recent research indicating that being on the SMT provides SENCos with an enhanced and valued voice with regards to whole‐school strategic planning (Maher and Vickerman, ). Whilst progression in this area was witnessed in 2008, with the promise of legal requirements for schools to include SENCos on SMT, after consultation the regulations were changed from a requirement to a mere recommendation and therefore SENCos continue to be largely omitted from SMT, thus becoming a focus of SEND related research (e.g.…”

“…However, where SENCos are indeed included on SMT, it fails to be a golden situation due to disconnect, conflict and ambiguity of promoting inclusive provision alongside strategic development across schools (Norwich, ; Done et al , ). Furthermore, some SENCos have indicated a desire not to be on SMT, as they consider their contribution of influencing an inclusive culture within their school to be sufficient alongside legal jurisdiction (Maher and Vickerman, ).…”

Leading Inclusion in Complex Systems: experiences of relational supervision for headteachers

“…Often, it also involves working with can appear to be irreconcilable tensions, e.g., the belief held by some that senior leaders are either for or against inclusion. In contexts where the latter dynamic is apparent, parents and less powerful staff may perceive themselves to be at war to ensure resources for SEND are allocated responsibly (Maher and Vickerman, ). Another is the somewhat unhelpful polarity between leadership that promotes academic attainment on the one hand and that which promotes inclusion on the other.…”

Do learning support assistants’ perceptions of their role support the capability approach? A small-scale study in a Jordanian international school

“…Whilst many Special Educational Needs Coordinators, in a study by Maher and Vickerman (2018), valued the role for its potential to improve academic attainment, the perceptions of the twelve LSAs towards their work were more focused on remuneration and based on personal circumstances than on a love of the job. This study was based only in the UK, and serves to highlight the need for more research into the LSA role in international settings.…”