Citations (24)
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Read on this site (10)
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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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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Annukka Paloniemi, Piia Maria Björn & Eija Kärnä. (2023) Special education teachers’ views on their agency in teacher collaboration. European Journal of Special Needs Education 38:3, pages 349-362.
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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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Hui Lin, Mary Hill & Lexie Grudnoff. (2022) Constructing Special Educational Needs Coordinators’ identities through emotions. Journal of Education for Teaching 48:1, pages 89-101.
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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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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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Órla Ní Bhroin & Fiona King. (2020) Teacher education for inclusive education: a framework for developing collaboration for the inclusion of students with support plans. European Journal of Teacher Education 43:1, pages 38-63.
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Articles from other publishers (14)
Richard Rose & Michael Shevlin. 2023. Progress Toward Agenda 2030. Progress Toward Agenda 2030
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Neil Kenny, Selina McCoy & James O’Higgins Norman. (2023) A Whole Education Approach to Inclusive Education: An Integrated Model to Guide Planning, Policy, and Provision. Education Sciences 13:9, pages 959.
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Martha‐Pearl Okai. (2023)
Implementation of inclusive education in Ghana: The mission of
SENCos
. British Journal of Special Education.
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Richard Rose & Michael Shevlin. 2023. Interdisciplinary Perspectives on Special and Inclusive Education in a Volatile, Uncertain, Complex & Ambiguous (Vuca) World. Interdisciplinary Perspectives on Special and Inclusive Education in a Volatile, Uncertain, Complex & Ambiguous (Vuca) World
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Maria Holland & Johanna Fitzgerald. (2023) ‘Getting into the Nucleus of the School’: Experiences of Collaboration between Special Educational Needs Coordinators, Senior Leadership Teams and Educational Psychologists in Irish Post-Primary Schools. Education Sciences 13:3, pages 286.
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Tiantian Wang, Meng Deng & Guoxiu Tian. (2022) More Leadership, More Efficacy for Inclusive Practices? Exploring the Relationships between Distributed Leadership, Teacher Leadership, and Self-Efficacy among Inclusive Education Teachers in China. Sustainability 14:23, pages 16168.
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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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Johanna Fitzgerald, Joe Lynch, Angela Martin & Bernadette Cullen. (2021) Leading Inclusive Learning, Teaching and Assessment in Post-Primary Schools in Ireland: Does Provision Mapping Support an Integrated, School-Wide and Systematic Approach to Inclusive Special Education?. Education Sciences 11:4, pages 168.
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Barry Morrissey. (2020) Theorising leadership for inclusion in the Irish context: A triadic typology within a distributed ecosystem. Management in Education 35:1, pages 22-31.
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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.
Richard Rose & Michael Shevlin. (2019) Support provision for students with Special Educational Needs in Irish Primary Schools. Journal of Research in Special Educational Needs 20:1, pages 51-63.
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Tim O’Brien & Amelia Roberts. (2019) A domains‐based approach to meeting social, emotional and mental health needs. Support for Learning 34:2, pages 179-192.
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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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