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Direct linkLin, Hui; Grudnoff, Lexie; Hill, Mary – International Journal of Inclusive Education, 2023
In an increasing number of countries, the Special Educational Needs Coordinator (SENCo) plays a key role in implementing inclusive provision for students with special educational needs. Existing literature on SENCos mainly focuses on the nature and enactment of the role, with few investigating SENCo identities. Hence, the study presented in this…
Descriptors: Special Education, Special Education Teachers, Coordinators, Educational Needs
Fitzgerald, Johanna; Radford, Julie – International Journal of Inclusive Education, 2022
This paper explores factors influencing leadership for inclusive and special education in secondary schools (for students aged between 12-18 years) in Ireland. Specifically, it spotlights the role of the Special Educational Needs Coordinator (SENCO), the teacher often tasked with leading provision. A qualitative study involving interviews with…
Descriptors: Foreign Countries, Inclusion, Special Education, Principals
Van de Putte, Inge; De Schauwer, Elisabeth; Van Hove, Geert; Davies, Bronwyn – International Journal of Inclusive Education, 2018
The movement towards inclusion comes together with a neoliberal audit mentality whereby individuals are held responsible for the transformations. The Special Educational Needs Coordinators (SENCOs) are seen as 'change agents' whose task it is, to support teachers in adapting their approach to optimise the chances for children with special needs in…
Descriptors: Inclusion, Coordinators, Special Education, Individual Power
Szeto, Elson; Cheng, Annie Y. N.; Sin, Kenneth K. F. – International Journal of Inclusive Education, 2020
Little research has been conducted to gain deeper understandings of policy change of piloting special educational need coordinators (SENCO) in a Chinese education community. In response to the change in policy towards regularisation of the SENCO, we examined a trajectory of policymaking for SEN support in Hong Kong's integrated education. Critical…
Descriptors: Foreign Countries, Educational Policy, Policy Formation, Inclusion
Liasidou, Anastasia; Svensson, Cathy – International Journal of Inclusive Education, 2014
In the light of policy imperatives to initiate and maintain inclusive education reforms, the role of special educational needs co-ordinators (SENCOs) in England and Wales should be reconceptualised with a view to their leading school reforms commensurate with the principles of an inclusive discourse. The article concentrates on the social justice…
Descriptors: Social Justice, Leadership Training, Special Education Teachers, Coordinators
Eldar, Eitan; Talmor, Rachel; Wolf-Zukerman, Tali – International Journal of Inclusive Education, 2010
This study examined the inclusion of children with Autism Spectrum Disorder (ASD) in regular classes and analysed the factors related to its success and failure. Thirty-seven inclusion coordinators participated in the study and conveyed their view about their own experience. The qualitative methodology used in this study was comprised of regular…
Descriptors: Autism, Pervasive Developmental Disorders, Inclusive Schools, Mainstreaming
