Citations (17)
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Read on this site (6)
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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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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Darren A. Bryant. (2019) Conditions that support middle leaders’ work in organisational and system leadership: Hong Kong case studies. School Leadership & Management 39:5, pages 415-433.
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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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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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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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Articles from other publishers (11)
Marloes L. Jaspers-van der Maten, Els W. M. Rommes & Ron H. J. Scholte. (2022) Early Identification of Social, Emotional, and Behavioral Difficulties by School Staff: A Qualitative Examination of Dutch Primary School Practices. International Journal of Environmental Research and Public Health 20:1, pages 654.
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Christian Ydesen, Alison L. Milner, Tali Aderet-German, Ezequiel Gomez Caride & Youjin RuanChristian Ydesen, Alison L. Milner, Tali Aderet-German, Ezequiel Gomez Caride & Youjin Ruan. 2022. Educational Assessment and Inclusive Education. Educational Assessment and Inclusive Education
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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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Helen Curran. (2019) ‘The SEND Code of Practice has given me clout’: a phenomenological study illustrating how SENCos managed the introduction of the SEND reforms. British Journal of Special Education 46:1, pages 76-93.
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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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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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Shun-wing Ng & Tsan-ming Kenneth Chan. (2014) Continuing professional development for middle leaders in primary schools in Hong Kong. Journal of Educational Administration 52:6, pages 869-886.
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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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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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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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