Managing from the middle? Tensions and dilemmas in the role of the primary school special educational needs coordinator

Abstract

The UK Government both within the revised Code of Practice (2001) and within its national standards has sought to define the role of the SENCO. Many commentators however have found such definitions limited and functionalist. There is extensive variation in the role and responsibility, differences in status and ‘power’ in spite of government recommendations that the role should be a strategic one. Acknowledging the importance of qualitative studies into the area of leadership this research draws from in depth case studies to analyse the developing role. The findings indicate that the role cannot be generalised and that SENCOs are operating in increasingly complex contexts with very different styles of leadership/management. It is argued that to be effective within the inclusive schools agenda, schools need to reconsider the leadership role of the SENCO.

Notes

^∗IEPs-Individual Education Plans