Previous research by the authors of this piece hinted at the heavy workload of Special Educational Needs Co-ordinators (SENCos) within settings in England, and their ever-mounting challenges in the context of reduced local government services and cuts in funding to schools for their children with Special Educational Needs. As a result of these…

The aims of the study were: to identify the number of SENCOs who have received specific training on sensory integration. To determine the understanding of the eight senses and sensory integration theory and sensory strategies. Determine any common gaps in knowledge or misconceptions. Fifty-five surveys were completed. 40% of respondents had…

Through a narrative informed study, using concept drawing, ten newly appointed primary school Special Educational Needs Coordinators (SENCOs) drawn from across three Local Authority areas at the start of their compulsory training, reflect upon and share their experiences at this early point in their SENCO career. Their experiences reveal that they…

This article is based on research conducted within two years of the 2014 SEND (special educational needs and disability) reforms being in force and reports on the experiences of five SENCOs (special educational needs coordinators) on implementing the reforms in London schools. The research was conducted primarily to inform professional practice…

This think piece argues for a novel qualitative methodology that permits social justice researchers, including National Award for Special Educational Needs Coordination students, to highlight the profound affects of exclusionary school practices for parents of children with SEN and/or disabilities (SEND). Such children are proportionately effected…

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 inclusion 'ideal' is one which has been both celebrated and maligned. It paved the way for equality; but also, out of its diversity sprang many misconceptions and concerns for children with Special Educational Needs and Disabilities (SEND). It is within this maelstrom of difficulty that the Special Educational Needs Co-ordinator (SENCo) role…

This research aimed to measure Special Educational Needs Co-ordinators' knowledge of the educational implications of acquired brain injury in children and young people and whether experience of working with pupils with a brain injury or additional training impacts upon this knowledge. Data was collected within one local authority in England using…

This article follows an earlier publication highlighting the changing role of special educational needs co-ordinators (SENCos) in England. SENCos are now required to manage change strategically and deliver inclusive school cultures. School-based action research undertaken by a teacher studying for the postgraduate National Award for SEN…

This study is a life history account of Bev, a special educational needs co-ordinator who works in a primary school in England. The research examines how, within Bev's experiences, the discourses of integration and inclusion have affected learners with special educational needs. Additionally, the study examines the impact of the…

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…

The aim of this article is to give an account of a self-help "bottom-up" continuing professional development (CPD) facility for SENCos which has been built up over the last 16 years. This CPD was originally intended to supplement any substantive training that might have been provided by local authorities (LAs) and by further and higher…

In this article, recent legislative changes that have raised the profile of SENCos in English schools are outlined. Key aspects of the current Government's proposals to reform SEND policy, provision and practice and the possible implications of these for SENCos and the schools they work in are discussed. The view that radical reforms outlined in…

UK higher education appears to have generally been slow to adopt an organised means of provision for special educational needs for its students. This may be due to the fact that, historically, relatively few disabled students entered UK higher education. However, there is a growing number of disabled students entering UK higher education…

In this article Liz Gerschel explores some aspects of the role of the special educational needs coordinator (SENCO) in the management of teaching assistants (TAs) in mainstream schools, drawing on the experience of professionals working in the London Borough of Greenwich. The SENCO's responsibilities for managing TAs are discussed and issues of…