Mission impossible? Special educational needs, inclusion and the re‐conceptualization of the role of the SENCO in England and Wales

Abstract

This paper considers the role of the Special Educational Needs Coordinator (SENCO), the teacher responsible for the implementation of policies relating to the teaching and learning of children with special educational needs (SEN) in mainstream schools in England and Wales. SENCOs also have a role to play in the inclusion of children with learning difficulties/disabilities in mainstream schools. Yet research indicates that despite the revision of the Special Educational Needs Code of Practice in 2001, many SENCOs are still overwhelmed by the operational nature of the role with little support, time or funding to consider more strategic aspects of inclusion and SEN. The article draws on research by the author and offers the voices of SENCOs from two unitary authorities in the north of England which suggest that where the SENCO is supported by senior management within the school, the role can be a powerful one in relation to inclusion. It concludes by arguing that the role of the SENCO needs to be re‐conceptualized, redefined and remunerated as a senior management post within mainstream schools. If this were to be enforced by national policy, every mainstream school could have at least one powerful advocate for the inclusion of children with learning difficulties/disabilities.

Keywords:

• Powerful professionals
• Special Educational Needs Coordinators (SENCOs)
• Special educational needs
• Inclusion
• SEN policy

Notes

* School of Education, University of Sheffield, 388 Glossop Road, Sheffield S17 4AJ, UK. Email: [email protected]

Additional information

Notes on contributors

Barbara Ann Cole*

* School of Education, University of Sheffield, 388 Glossop Road, Sheffield S17 4AJ, UK. Email: [email protected]