Is the ‘inclusive SENCo’ still a possibility? A personal perspective
Abstract
This article examines some of the issues emerging with regard to the SENCo skill set and does so in the context of the current rapidly changing educational climate. The SENCo role has to evolve and adapt in order to meet ever‐changing requirements. This involves a collective effort, in which a strong SENCo network and a collaborative approach have never been more important.
Citing Literature
Number of times cited: 4
- Lauren Boesley and Laura Crane, ‘Forget the Health and Care and just call them Education Plans’: SENCOs' perspectives on Education, Health and Care plans, Journal of Research in Special Educational Needs, 18, S1, (36-47), (2018).
- Elizabeth Done, Mike Murphy and Clare Bedford, Change management and the SENCo role: developing key performance indicators of inclusivity, Support for Learning, 31, 1, (13-26), (2016).
- Sue Pearson, Rafael Mitchell and Maria Rapti, ‘I will be “fighting” even more for pupils with SEN’: SENCOs' role predictions in the changing English policy context, Journal of Research in Special Educational Needs, 15, 1, (48-56), (2014).
- Anastasia Liasidou and Cathy Svensson, Educating leaders for social justice: the case of special educational needs co-ordinators, International Journal of Inclusive Education, 18, 8, (783), (2014).
