What Role Do Governors Play as Representatives of Special Needs Issues in their Own Schools?

Abstract

This paper resulted from an MSc dissertation written to define the role special needs governors play as special needs representatives on their school's governing bodies. The problem addressed was to assess whether these individuals understood the system that binds them and how they functioned within it. This may be considered especially important since formula funding and local management of schools (LMS) directs governing bodies to manage resources and devise curriculum policies unique to their own individual schools. The study found no evidence to suggest that governors were reluctant members of the school management team. However, it is possible that they may be taking too many decisions affecting special educational needs (SEN) pupils’ educational opportunities, with little knowledge of their statutory duties or of individual SEN pupils’ needs to be effective. However, the discussion challenges the governors’ perception of their role and suggests strategies to inform and support the whole governing body via informal contacts and external agencies in order to carry out their statutory special needs duties effectively.