Citations (75)
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Alan Hodkinson. (2023) The death of the 2015 special educational needs code of practice – and the parable of the drowning man – should government have learnt lessons from listening to the voices of history, research and politicians? (Part I). Education 3-13 0:0, pages 1-13.
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Laura Fluyt, Jolien Delafontaine & Sara Nijs. (2023) Stakeholders’ perspectives on the decision-making process regarding reasonable accommodations for students with SEN: a concept mapping study. International Journal of Inclusive Education 0:0, pages 1-24.
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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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Jonas Udd & Inger Berndtsson. (2023) SENCOs’ lived experiences of working through the COVID-19 pandemic in Swedish upper secondary schools. European Journal of Special Needs Education 0:0, pages 1-14.
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Annukka Paloniemi, Jonna Pulkkinen, Eija Kärnä & Piia Maria Björn. (2023) The Work of Special Education Teachers in the Tiered Support System: The Finnish Case. Scandinavian Journal of Educational Research 67:1, pages 35-50.
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Johanna Fitzgerald & Julie Radford. (2022) Leadership for inclusive special education: a qualitative exploration of SENCOs’ and principals’ Experiences in secondary schools in Ireland. International Journal of Inclusive Education 26:10, pages 992-1007.
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Maryann Jortveit & Velibor Bobo Kovač. (2022) Co-teaching that works: special and general educators’ perspectives on collaboration. Teaching Education 33:3, pages 286-300.
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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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Maryann Jortveit, Anne Dorthe Tveit, David Lansing Cameron & Gunilla Lindqvist. (2020) A comparative study of Norwegian and Swedish special educators’ beliefs and practices. European Journal of Special Needs Education 35:3, pages 350-365.
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Graeme J. Dobson & Graeme Douglas. (2020) Who would do that role? Understanding why teachers become SENCos through an ecological systems theory. Educational Review 72:3, pages 298-318.
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Rachel Forrest, Rachael Lowe, Michelle Potts & Chloe Poyser. (2019) Identifying the factors that influence teacher practice change in a single case study. Educational Psychology in Practice 35:4, pages 395-410.
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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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Charlotte Struyve, Karin Hannes, Chloé Meredith, Machteld Vandecandelaere, Sarah Gielen & Bieke De Fraine. (2018) Teacher Leadership in Practice: Mapping the Negotiation of the Position of the Special Educational Needs Coordinator in Schools. Scandinavian Journal of Educational Research 62:5, pages 701-718.
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Kerstin Göransson, Gunilla Lindqvist, Gunvie Möllås, Lena Almqvist & Claes Nilholm. (2017) Ideas about occupational roles and inclusive practices among special needs educators and support teachers in Sweden. Educational Review 69:4, pages 490-505.
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Johanna Fitzgerald & Julie Radford. (2017) The SENCO role in post-primary schools in Ireland: victims or agents of change?. European Journal of Special Needs Education 32:3, pages 452-466.
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Claes Nilholm & Kerstin Göransson. (2017) What is meant by inclusion? An analysis of European and North American journal articles with high impact. European Journal of Special Needs Education 32:3, pages 437-451.
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Christel Sundqvist & Kristina Ström. (2015) Special Education Teachers as Consultants: Perspectives of Finnish Teachers. Journal of Educational and Psychological Consultation 25:4, pages 314-338.
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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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Meenakshi Srivastava, Anke de Boer & Sip Jan Pijl. (2015) Inclusive education in developing countries: a closer look at its implementation in the last 10 years. Educational Review 67:2, pages 179-195.
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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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Joakim Isaksson & Rafael Lindqvist. (2015) What is the meaning of special education? Problem representations in Swedish policy documents: late 1970s–2014. European Journal of Special Needs Education 30:1, pages 122-137.
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Julian Brown & Mary Doveston. (2014) Short sprint or an endurance test: the perceived impact of the National Award for Special Educational Needs Coordination. Teacher Development 18:4, pages 495-510.
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Anastasia Liasidou & Cathy Svensson. (2014) Educating leaders for social justice: the case of special educational needs co-ordinators. International Journal of Inclusive Education 18:8, pages 783-797.
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David Lansing Cameron & Gunilla Lindqvist. (2014) School district administrators’ perspectives on the professional activities and influence of special educators in Norway and Sweden. International Journal of Inclusive Education 18:7, pages 669-685.
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Kerstin Göransson & Claes Nilholm. (2014) Conceptual diversities and empirical shortcomings – a critical analysis of research on inclusive education. European Journal of Special Needs Education 29:3, pages 265-280.
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Christel Sundqvist, Désirée von Ahlefeld Nisser & Kristina Ström. (2014) Consultation in special needs education in Sweden and Finland: a comparative approach. European Journal of Special Needs Education 29:3, pages 297-312.
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Sirene May-Yin Lim, Meng Ee Wong & Denise Tan. (2014) Allied educators (learning and behavioural support) in Singapore's mainstream schools: first steps towards inclusivity?. International Journal of Inclusive Education 18:2, pages 123-139.
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Anastasia Liasidou & Androniki Antoniou. (2013) A special teacher for a special child? (Re)considering the role of the special education teacher within the context of an inclusive education reform agenda. European Journal of Special Needs Education 28:4, pages 494-506.
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Joacim Ramberg. (2013) Special educational resources in the Swedish upper secondary schools: a total population survey. European Journal of Special Needs Education 28:4, pages 440-462.
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Diana Burton & Ruth Goodman. (2011) Perspectives of SENCos and support staff in England on their roles, relationships and capacity to support inclusive practice for students with behavioural emotional and social difficulties. Pastoral Care in Education 29:2, pages 133-149.
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G. Lindqvist, C. Nilholm, L. Almqvist & G.‐M. Wetso. (2011) Different agendas? The views of different occupational groups on special needs education. European Journal of Special Needs Education 26:2, pages 143-157.
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Rosemary Webb, Veronica Greco, Patricia Sloper & Jennifer Beecham. (2008) Key workers and schools: meeting the needs of children and young people with disabilities. European Journal of Special Needs Education 23:3, pages 189-205.
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Lesley Abbott. (2007) Northern Ireland Special Educational Needs Coordinators creating inclusive environments: an epic struggle. European Journal of Special Needs Education 22:4, pages 391-407.
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Articles from other publishers (40)
Martha‐Pearl Okai. (2023)
Implementation of inclusive education in Ghana: The mission of
SENCos
. British Journal of Special Education.
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Olena Martynchuk, Tetiana Skrypnyk, Natalia Sofiy & Liudmyla Tishchenko. (2023) COORDINATOR OF INCLUSIVE EDUCATION AS A CHALLENGE FOR UKRAINIAN EDUCATION SYSTEM. Scientific journal of Khortytsia National Academy:2023-8, pages 150-158.
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Mati Zakai–Mashiach. (2023) "It is like you are in a golden cage": How autistic students experience special education classrooms in general high schools. Research in Developmental Disabilities 134, pages 104419.
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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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Angela Page, Joanna Anderson, Penelope Serow, Elvira Hubert & Anne O’Donnell-Ostini. 2021. Instructional Collaboration in International Inclusive Education Contexts. Instructional Collaboration in International Inclusive Education Contexts
7
22
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Petra Gäreskog. (2021) Yrkesgruppers anspråk på arbetet med barn i behov av särskilt stöd. Educare:4, pages 29-53.
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Keith Tysoe, Kerry Vincent & Helen Boulton. (2021) Implementing the 2014 SEND reforms in England: perspectives from SENCOs. Support for Learning 36:3, pages 486-505.
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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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Graeme Dobson & Graeme Douglas. (2020) Factors influencing the career interest of SENCOs in English schools. British Educational Research Journal 46:6, pages 1256-1278.
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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.
Graeme John Dobson. (2019) Understanding the SENCo workforce: re‐examination of selected studies through the lens of an accurate national dataset. British Journal of Special Education 46:4, pages 445-464.
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Mia D. Smith & Karen E. Broomhead. (2019) Time, expertise and status: barriers faced by mainstream primary school SENCos in the pursuit of providing effective provision for children with SEND. Support for Learning 34:1, pages 54-70.
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Lauren Boesley & Laura Crane. (2018)
‘Forget the Health and Care and just call them Education Plans’:
SENCO
s' perspectives on Education, Health and Care plans
. Journal of Research in Special Educational Needs 18:S1, pages 36-47.
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Sara Whalley. (2019) A Tale of Three SENCOS, post 2015 Reforms. Support for Learning 33:4, pages 407-428.
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Gunnlaugur Magnússon, Kerstin Göransson & Claes Nilholm. (2018) Varying access to professional, special educational support: a total population comparison of special educators in Swedish independent and municipal schools. Journal of Research in Special Educational Needs 18:4, pages 225-238.
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David Lansing Cameron, Anne Dorthe Tveit, Maryann Jortveit, Gunilla Lindqvist, Kerstin Göransson & Claes Nilholm. (2018) A comparative study of special educator preparation in Norway and Sweden. British Journal of Special Education 45:3, pages 256-276.
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Sharon Malki & Tomer Einat. (2017) To include or not to include—This is the question: Attitudes of inclusive teachers toward the inclusion of pupils with intellectual disabilities in elementary schools. Education, Citizenship and Social Justice 13:1, pages 65-80.
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Anthony John Maher & Philip Vickerman. (2018) Ideology influencing action: special educational needs co-ordinator and learning support assistant role conceptualisations and experiences of special needs education in England. Journal of Research in Special Educational Needs 18:1, pages 15-24.
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Jo Greenwood & Catherine Kelly. (2017) Implementing cycles of Assess, Plan, Do, Review: a literature review of practitioner perspectives. British Journal of Special Education 44:4, pages 394-410.
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Eliada Pampoulou. (2016) Collaboration between speech and language therapists and school staff when working with graphic symbols. Child Language Teaching and Therapy 32:3, pages 361-376.
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Sue Pearson, Rafael Mitchell & Maria Rapti. (2015) ‘I will be “fighting” even more for pupils with SEN’: SENCOs' role predictions in the changing English policy context. Journal of Research in Special Educational Needs 15:1, pages 48-56.
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Saneeya Qureshi. (2014) Herding cats or getting heard: The SENCo-teacher dynamic and its impact on teachers' classroom practice. Support for Learning 29:3, pages 217-229.
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Anthony Maher & Jessica Macbeth. (2013) Physical education, resources and training. European Physical Education Review 20:1, pages 90-103.
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Gunilla Lindqvist. (2013) SENCOs: vanguards or in vain?. Journal of Research in Special Educational Needs 13:3, pages 198-207.
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Catherine Tissot. (2013)
The role of
SENCos
as leaders
. British Journal of Special Education 40:1, pages 33-40.
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Dominic Griffiths & Rachel Dubsky. (2012)
Evaluating the impact of the new
N
ational
A
ward for
SENCos
: transforming landscapes or gardening in a gale?
. British Journal of Special Education 39:4, pages 164-172.
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Suzanne Mackenzie. (2012) I can't imagine doing anything else': why do teachers of children with SEN remain in the profession? Resilience, rewards and realism over time. Journal of Research in Special Educational Needs 12:3, pages 151-161.
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Kim Fong Poon‐McBrayer. (2012) Implementing the SENCo system in Hong Kong: an initial investigation. British Journal of Special Education 39:2, pages 94-101.
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CHRISTOPHER ROBERTSON. (2012) Special educational needs and disability co‐ordination in a changing policy landscape: making sense of policy from a SENCo's perspective. Support for Learning 27:2, pages 77-83.
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James Oldham & Julie Radford. (2011) Secondary SENCo leadership: a universal or specialist role?. British Journal of Special Education 38:3, pages 126-134.
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Ioannis Agaliotis & Efrosini Kalyva. (2011) A survey of Greek general and special education teachers’ perceptions regarding the role of the special needs coordinator: Implications for educational policy on inclusion and teacher education. Teaching and Teacher Education 27:3, pages 543-551.
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Sue Pearson, Phil Scott & David Sugden. (2010) Applying metaphors for learning to continuing professional development (CPD), in the context of a course for Special Educational Needs Coordinators (SENCOs). Journal of Research in Special Educational Needs 11:1, pages 42-54.
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Hye Jun Park. (2010) Rethinking the Meaning of Inclusion -Education for All and the Universal Design for Learning-. The Journal of Inclusive Education 5:2, pages 103-128.
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Chris Forlin & Richard Rose. (2010) Authentic school partnerships for enabling inclusive education in Hong Kong. Journal of Research in Special Educational Needs 10:1, pages 13-22.
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Marjatta Takala, Raija Pirttimaa & Minna Törmänen. (2009) RESEARCH SECTION: Inclusive special education: the role of special education teachers in Finland. British Journal of Special Education 36:3, pages 162-173.
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Linda Dunne. (2009) Discourses of Inclusion: A Critique. Power and Education 1:1, pages 42-56.
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Sue Pearson. (2008) Deafened by silence or by the sound of footsteps? An investigation of the recruitment, induction and retention of special educational needs coordinators (SENCOs) in England. Journal of Research in Special Educational Needs 8:2, pages 96-110.
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MARGARET E. KING-SEARS. (2008) Facts and fallacies: differentiation and the general education curriculum for students with special educational needs. Support for Learning 23:2, pages 55-62.
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Suzanne Mackenzie. (2008) A review of recent developments in the role of the SENCo in the UK. British Journal of Special Education 34:4, pages 212-218.
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Barbara Cole. (2006) The perceived ‘failure’ of inclusion and the challenge to educational professionals. DECP Debate 1:118, pages 30-37.
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