Citations (11)
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Carmel Conn & Susan Davis. (2024) Policy implications of collective agency for inclusion: evidence from the Welsh context. Journal of Education Policy 39:1, pages 127-148.
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Miriam Colum & Gerry Mac Ruairc. (2023) ‘No one knows where we fit in really’: the role of the Special Educational Needs Coordinator (SENCO) in primary school settings in Ireland – the case for a distributed model of leadership to support inclusion. Irish Educational Studies 42:4, pages 543-560.
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Hui Lin, Lexie Grudnoff & Mary Hill. (2023) Navigating personal and contextual factors of SENCo teacher identity. International Journal of Inclusive Education 27:7, pages 819-833.
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Marte Lorentzen. (2022) Principals’ positioning of teacher specialists: between sensitivity, coaching, and dedication. International Journal of Leadership in Education 25:4, pages 615-633.
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Fiona Hallett. (2022) Can SENCOs do their job in a bubble? The impact of Covid-19 on the ways in which we conceptualise provision for learners with special educational needs. Oxford Review of Education 48:1, pages 1-13.
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W. A. de Jong, R. A. M. de Kleijn, D. Lockhorst, J. W. F. van Tartwijk & M. Noordegraaf. Collaborative approaches: studying horizontal and vertical working relations in schools and how they relate to collaborative-innovation practices. Scandinavian Journal of Educational Research 0:0, pages 1-19.
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Articles from other publishers (5)
Tiantian Wang & Guoxiu Tian. (2023) Linking Distributed Leadership with Differentiated Instruction in Inclusive Schools: The Mediating Roles of Teacher Leadership and Professional Competence. Behavioral Sciences 13:12, pages 990.
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Maxwell P. Opoku. (2022) Special educators’ intentions towards supporting practice of inclusive education for students with disabilities in secondary schools in Ghana. African Journal of Disability 11.
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Helen Curran & Adam Boddison. (2021) ‘It's the best job in the world, but one of the hardest, loneliest, most misunderstood roles in a school.’ Understanding the complexity of the SENCO role post‐SEND reform. Journal of Research in Special Educational Needs 21:1, pages 39-48.
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Carina Schott, Henrico van Roekel & Lars G. Tummers. (2020) Teacher leadership: A systematic review, methodological quality assessment and conceptual framework. Educational Research Review 31, pages 100352.
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Michal Růžička, Lucia Pastieriková, Monika Smolíková, Kateřina Fialová & Pavlína Baslerová. 2020. Speciální pedagog a další aktéři školního poradenského pracovistě ve společném vzdělávání. Speciální pedagog a další aktéři školního poradenského pracovistě ve společném vzdělávání.