Citations (25)
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Read on this site (14)
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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Isobel Dawes. (2023) Firefighting marginalisation: the lived experiences of the primary special educational needs coordinator under lockdown measures in England. PRACTICE 5:2, pages 161-180.
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Zhengli Xie, Meng Deng & Zhiyong Zhu. (2021) From regular education teachers to special educators: the role transformation of resource room teachers in Chinese inclusive education schools. International Journal of Inclusive Education 0:0, pages 1-18.
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Alex Stanforth & Jo Rose. (2020) ‘You kind of don’t want them in the room’: tensions in the discourse of inclusion and exclusion for students displaying challenging behaviour in an English secondary school. International Journal of Inclusive Education 24:12, pages 1253-1267.
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Mark Pulsford. (2020) ‘I could have been the caretaker in a suit’: men as primary school SENCos in an era of change. Education 3-13 48:7, pages 820-832.
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Peter Wood & Nathan Legg. (2020) Special educational needs and disability provision within an English multi-academy trust: capturing the vision of its practitioners. Education 3-13 48:3, pages 288-302.
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Kerstin Göransson, Gunilla Lindqvist, Nina Klang, Gunnlaugur Magnússon & Lena Almqvist. (2019) Professionalism, governance and inclusive education – A total population study of Swedish special needs educators. International Journal of Inclusive Education 23:6, pages 559-574.
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Gunnlaugur Magnússon & Kerstin Göransson. (2019) Perimeters of, and challenges to, the jurisdiction of Swedish special educators: an exploration of free text responses. European Journal of Special Needs Education 34:3, pages 257-271.
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Catherine Carroll & Jane Hurry. (2018) Supporting pupils in school with social, emotional and mental health needs: a scoping review of the literature. Emotional and Behavioural Difficulties 23:3, pages 310-325.
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Nina Klang, Katarina Gustafson, Gunvie Möllås, Claes Nilholm & Kerstin Göransson. (2017) Enacting the role of special needs educator – six Swedish case studies. European Journal of Special Needs Education 32:3, pages 391-405.
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Annet De Vroey, Elke Struyf & Katja Petry. (2016) Secondary schools included: a literature review. International Journal of Inclusive Education 20:2, pages 109-135.
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Kerstin Göransson, Gunilla Lindqvist & Claes Nilholm. (2015) Voices of special educators in Sweden: a total-population study. Educational Research 57:3, pages 287-304.
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Clare Woolhouse. (2015) Teachers performing gender and belonging: a case study of how SENCOs narrate inclusion identities. Gender and Education 27:2, pages 131-147.
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Articles from other publishers (11)
Edward Asamoah, Cherry Hau-lin Tam & Ebenezer Cudjoe. (2021) A systematic review of the roles of social workers in inclusive education for children with disabilities. International Social Work 66:1, pages 36-51.
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Virginia Kay, Marlena Chrostowska, Amanda Henshall, Anne Mcloughlin & Fiona Hallett. (2022)
Intrinsic and extrinsic tensions in the
SENCo
role: navigating the maze of ‘becoming’
. Journal of Research in Special Educational Needs 22:4, pages 343-351.
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Adam Boddison & Helen Curran. (2021) The experience of SENCOs in England during the COVID‐19 pandemic: the amplification and exposure of pre‐existing strengths and challenges and the prioritisation of mental health and wellbeing in schools. Journal of Research in Special Educational Needs 22:2, pages 126-136.
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Marie Bradwell & Hazel Bending. (2021) “I’m just a TA”; From mixing paints to managing safeguarding and class teaching: An exploration of teaching assistant's perceptions and roles in school. Management in Education, pages 089202062110573.
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Ida Conboy. (2021)
‘
I would say nine times out of 10 they come to the LSA rather than the teacher’. The role of teaching assistants in supporting children's mental health
. Support for Learning 36:3, pages 380-399.
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Nadia RousseauPh. D.Ph. D. & Marie-Élaine Desmarais. (2021) Quels rôles joue l’aide-enseignant en contexte inclusif ? Constats et enjeux. Enfance en difficulté 8, pages 71-93.
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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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Karen E. Broomhead. (2019) Perceived responsibility for developing and maintaining home–school partnerships: the experiences of parents and practitioners. British Journal of Special Education 45:4, pages 435-453.
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Corinne Syrnyk. (2018) Knowing nurture: experiences of teaching assistants for children with SEBD. British Journal of Special Education 45:3, pages 329-348.
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Josep Maria Sanahuja, Oscar Mas & Patricia Olmos. (2018) El rol del profesorado de apoyo en el aula regular de un instituto de educación secundaria. Revista Complutense de Educación 29:4, pages 1041-1057.
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Dianne Chambers. 2015. Working with Teaching Assistants and Other Support Staff for Inclusive Education. Working with Teaching Assistants and Other Support Staff for Inclusive Education
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