Short sprint or an endurance test: the perceived impact of the National Award for Special Educational Needs Coordination

Brown, Julian; Doveston, Mary

doi:10.1080/13664530.2014.954050

Cited by 7 publications

(14 citation statements)

References 17 publications

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“…Jenny also re-iterates management of my time undoubtedly….that's my biggest challenge. These findings concur with those of previous researchers (Cole, 2005;Rosen-Webb, 2011;Griffiths and Dubsky, 2012;Robertson, 2012;Brown and Doveston, 2014), where time restraints to fulfil the role remain a primary concern for SENCOs.…”

Section: Time Allocationsupporting

confidence: 92%

Section: Recent Literature On the Senco As ‘Change Agent’mentioning

confidence: 99%

“…A significant number of researchers have also highlighted the limited time the SENCO has to fulfil their role (Cole, ; Rosen‐Webb, ; Griffiths and Dubsky, ) with a variety of time allocations noted (Mackenzie, ). ‘Time…is still inconsistently allocated and the most significant barrier SENCOs face’ (Brown and Doveston, :507).…”

Section: Recent Literature On the Senco As ‘Change Agent’mentioning

confidence: 99%

“…It is pertinent to note here, that I feel the role is given far greater recognition in England than in other countries, such as Ireland, since the introduction of the NASENCO Award in 2009. Researchers have noted the significant shift to leadership skills, which covers half the qualification (Oldham and Radford, 2011) as well as increased pedagogical knowledge and professional development for SENCOs (Griffiths and Dubsky, 2012;Brown and Doveston, 2014). A significant number of researchers have also highlighted the limited time the SENCO has to fulfil their role (Cole, 2005;Rosen-Webb, 2011;Griffiths and Dubsky, 2012) with a variety of time allocations noted (Mackenzie, 2007).…”

Section: Change Managementmentioning

confidence: 99%

“…She has also taken responsibility for whole staff training clarifying the legal role, clarifying wave 1 interventions etc., where she is clearly offering 'professional guidance to colleagues' (DfE/ DoH, 2015:6.89). Jenny is also beginning to take on whole school monitoring systems and audits, looking at books and doing some observations… put out you know that Teaching Assistant/Teacher survey…, indicating that she is beginning to take a more strategic level of leadership and implementing policy into practice (Curran et al, 2017) as well as including aspects of the NASENCO course (Brown and Doveston, 2014).…”

Section: Strategic Leadership and Statusmentioning

confidence: 99%

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A Tale of Three SENCOS, post 2015 Reforms

Whalley¹

2018

Support for Learning

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This article forms part of a Masters Inclusive Education research project. Whilst most inclusive research focuses on a marginalised group, my research participants would not normally be deemed marginalised. Nevertheless, they have a pivotal role within the English mainstream education system to promote inclusive practice, improving outcomes for the most vulnerable young people. For this reason, I intend to explore the role of three Special Educational Needs Co‐ordinators (SENCOs) post 2015 reforms and firmly believe this is fundamentally inclusive research.

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Section: Time Allocationsupporting

confidence: 92%

Section: Recent Literature On the Senco As ‘Change Agent’mentioning

confidence: 99%

Section: Recent Literature On the Senco As ‘Change Agent’mentioning

confidence: 99%

Section: Change Managementmentioning

confidence: 99%

Section: Strategic Leadership and Statusmentioning

confidence: 99%

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A Tale of Three SENCOS, post 2015 Reforms

Whalley¹

2018

Support for Learning

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Factors influencing the career interest of SENCOs in English schools

Dobson

Douglas

2020

British Educational Res J

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A named professional with responsibility for overseeing and coordinating the educational inclusion of pupils with special educational needs and disabilities has become an important school role in many countries. In England, the SENCO (special educational needs coordinator) became a mandatory role in 1994, and associated mandatory training was introduced in 2009. A questionnaire survey of 618 in-training and actual SENCOs revealed that their motivating interest in becoming a SENCO varied. An exploratory factor analysis of 32 items covering different interests in the role yielded four interest factors in becoming a SENCO: outward-facing factors ('inclusion' and 'highquality provision') and inward-facing factors ('educational and professional development' and 'leadership voice and status'). The outward-facing factors were viewed as more important to respondents than the inward-facing factors. Interest factors did not interact with organisational variables, including age group taught and school quality. Nevertheless, younger SENCOs and those engaged in training were more motivated by educational and professional development. SENCOs holding school leadership contracts were more motivated in developing leadership voice and status compared with their classroom teacher peers. Moreover, there was a significant overall difference with women reporting a higher interest than men across all factors.

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Supporting all children to reach their potential: practitioner perspectives on creating an inclusive school environment

Kendall

2018

Education 3-13

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Short sprint or an endurance test: the perceived impact of the National Award for Special Educational Needs Coordination

Cited by 7 publications

References 17 publications

A Tale of Three SENCOS, post 2015 Reforms

A Tale of Three SENCOS, post 2015 Reforms

Factors influencing the career interest of SENCOs in English schools

Supporting all children to reach their potential: practitioner perspectives on creating an inclusive school environment

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