4,458
Views
18
CrossRef citations to date
0
Altmetric
Articles

Who would do that role? Understanding why teachers become SENCos through an ecological systems theory

&
Pages 298-318 | Received 10 Aug 2018, Accepted 27 Nov 2018, Published online: 24 Dec 2018

References

  • Alexander, R. (2004). Still no pedagogy? Principle, pragmatism and compliance in primary education. Cambridge Journal of Education, 34(1), 7–33.
  • Allan, J., & Youdell, D. (2017). Ghostings, materialisations and flows in Britain’s special educational needs and disability assemblage. Discourse: Studies in the Cultural Politics of Education, 38(1), 70–82.
  • Anderson, J., Boyle, C., & Deppeler, J. (2014). The ecology of inclusive education reconceptualising Bronfenbrenner. In H. Zhang, P. Wing Keung Chan, & C. Boyle (Eds.), Equality in education: Fairness and inclusion (pp. 23–34). Rotterdam: Sense.
  • Ball, S. J., Maguire, M., Braun, A., & Hoskins, K. (2011). Policy subjects and policy actors in schools: Some necessary but insufficient analyses. Discourse: Studies in the Cultural Politics of Education, 32(4), 611–624.
  • Biesta, G., Priestley, M., & Robinson, S. (2017). Talking about education: Exploring the significance of teachers’ talk for teacher agency. Journal of Curriculum Studies, 49(1), 38–54.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101.
  • Braun, V., & Clarke, V. (2013). Successful qualitative research: A practical guide for beginners. London UK: Sage.
  • British Educational Research Association. (2011). Ethical guidelines for educational research. London: BERA.
  • British Psychological Society. (2009). Code of ethics and conduct: Guidance published by the ethics committee of the British psychological society. Leicester: BPS.
  • Bronfenbrenner, U. (1976). The experimental ecology of education. Educational Researcher, 5(5), 5–15.
  • Bronfenbrenner, U. (1979). The ecology of human development: Experiments in nature and design. Cambridge, MA: Harvard University Press.
  • Bronfenbrenner, U. (2005). Making human beings human: Bioecological perspectives on human development. Thousand Oaks, CA: Sage.
  • Burr, V. (2015). Social constructionism: Third edition. Hove: Routledge.
  • Children and Families Act. (2014). (SI 2014/6). Retrieved from http://www.legislation.gov.uk/ukpga/2014/6/contents/enacted
  • Cole, B. A. (2005). Mission impossible? Special educational needs, inclusion and the re-conceptualization of the role of the SENCO in England and Wales. European Journal of Special Needs Education, 20(3), 287–307.
  • Crowther, D., Dyson, A., & Millward, A. (2001). Supporting pupils with special educational needs: Issues and dilemmas for special needs coordinators in English primary schools. European Journal of Special Needs Education, 16(2), 85–97.
  • Day, C., Sammons, P., Stobart, G., Kington, A., & Gu, Q. (2007). Teachers matter: Connecting lives, work and effectiveness. Maidenhead: Open University Press.
  • Department for Education. (1994). Code of practice on the identification and assessment of special educational needs. London: DFE.
  • Department for Education. (2010). The importance of teaching: The schools white paper 2010. Retrieved from https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/175429/CM-7980.pdf
  • Department for Education. (2011). Support and aspiration: A new approach to special educational needs and disability. Retrieved from http://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.gov.uk/publications/eorderingdownload/green-paper-sen.pdf
  • Department for Education. (2016). Educational excellence everywhere. Retrieved from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/508447/Educational_Excellence_Everywhere.pdf.
  • Department for Education. (2017). School workforce in England. Retrieved from https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/620825/SFR25_2017_MainText.pdf
  • Department for Education. (2018). 1497 Strategic support to the workforce in mainstream and special schools description and additional information. Retrieved from https://www.contractsfinder.service.gov.uk/Notice/5df96cf3-b759-4526-bb1e-f54bb02d9cda
  • Department for Education and Department of Health. (2015). Special educational needs and disability code of practice: 0 to 25 years. Statutory guidance for organisations which work with and support children and young people who have special educational needs or disabilities. Retrieved from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/398815/SEND_Code_of_Practice_January_2015.pdf
  • Department for Education and Science. (1978). Special educational needs: Report of the committee of inquiry into the education of handicapped children and young people. London: HMSO.
  • Department for Education and Skills. (2001). Special educational needs code of practice. Nottingham: DfES Publications.
  • Department for Education and Skills. (2004). Every child matters: Change for children. Nottingham: DfES Publications.
  • The Education (Special Educational Needs Co-ordinators) (England) Regulations. (2008). (SI 2008/2945). Retrieved from http://www.legislation.gov.uk/uksi/2008/2945/contents/made
  • Education Act. (1981). (SI 1981/60). Retrieved from http://www.legislation.gov.uk/ukpga/1981/60/contents/enacted
  • Education Act. (1993). (SI 1993/35). Retrieved from http://www.legislation.gov.uk/ukpga/1993/35/contents/enacted
  • Education Reform Act. (1988). (SI 1988/40). Retrieved from http://www.legislation.gov.uk/ukpga/1988/40/contents/enacted
  • Ellis, C., Skidmore, S. T., & Combs, J. P. (2017). The hiring process matters: The role of person–job and person–organization fit in teacher satisfaction. Educational Administration Quarterly, 53(3), 448–474.
  • Fitzgerald, J., & Radford, J. (2017). European journal of special needs education. European Journal of Special Needs Education, 32(3), 452–466.
  • Glazzard, J. (2014). The standards agenda: Reflections of a special educational needs-coordinator. Support for Learning, 29(1), 39–53.
  • Kearns, H. (2005). Exploring the experiential learning of special educational needs coordinators. Journal of In-Service Education, 31(1), 131–150.
  • Klang, N., Gustafson, K., Mollas, G., Nilhlm, C., & Goransson, K. (2017). Enacting the role of the special needs educator: Six Swedish case studies. European Journal of Special Needs Education, 32(3), 391–405.
  • Lehane, T. (2017). “SEN’s completely different now”: Critical discourse analysis of three “Codes of practice for special educational needs” (1994, 2001, 2015). Educational Review, 69(1), 51–67.
  • Levacic, R. (1998). Local management of schools in England: Results after six years. Journal of Education Policy, 13(3), 331–350.
  • Mackenzie, S. (2012). ‘It’s been a bit of a rollercoaster’: Special educational needs, emotional labour and emotion work. International Journal of Inclusive Education, 16(10), 1067–1082.
  • McLinden, M., Douglas, G., Hewett, R., Cobb, R., & Lynch, P. (2017b). Facilitating participation in education: The distinctive role of the specialist teacher in supporting learners with vision impairment in combination with severe and profound and multiple learning difficulties. Journal of Blindness, Innovation and Research, 7(2).
  • McLinden, M., Ravenscroft, J., Douglas, G., Cobb, R., & Hewett, R. (2017a). The significance of specialist teachers of learners with visual impairments as agents of change: Examining personnel preparation in the United Kingdom through a bioecological systems theory. Journal of Visual Impairment & Blindness, 111(10), 569–584.
  • National Audit Office. (2018). Retaining and developing the teaching workforce. Retrieved from https://publications.parliament.uk/pa/cm201719/cmselect/cmpubacc/460/46002.htm
  • National College for Teaching and Leadership. (2014). National award for special educational needs co-ordinator: Learning outcomes. Retrieved from https://www.gov.uk/government/publications/national-award-for-sen-co-ordination-learning-outcomes
  • Oldham, J., & Radford, J. (2011). Secondary SENCo leadership: A universal or specialist role? British Journal of Special Education, 38, 126–134.
  • Pearson, S., Mitchell, R., & Rapti, M. (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), 48–56.
  • Poon‐McBrayer, K. F. (2012). Implementing the SENCo system in Hong Kong: An initial investigation. British Journal of Special Education, 39(2), 94–101.
  • Qureshi, S. (2014). Herding cats or getting heard: The SENCo–Teacher dynamic and its impact on teachers’ classroom practice. Support for Learning, 29(3), 217–229.
  • Robertson, C. (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), 77–83.
  • Rosen-Webb, S. (2011). Nobody tells you how to be a SENCo. British Journal of Special Education, 38(4), 159–168.
  • The Special Educational Needs and Disability Regulations. (2014). (SI 2014/1530). Retrieved from http://www.legislation.gov.uk/uksi/2014/1530/contents/made
  • Szwed, C. (2007). Managing from the middle? Tensions and dilemmas in the role of the primary school special educational needs coordinator. School Leadership & Management, 27(5), 437–451.
  • Thomas, G. (2011). How to do your case study: A guide for students and researchers. London UK: Sage.
  • Thomas, G. (2017). How to do your research project: A guide for students. London UK: Sage.
  • Thomas, G., & Loxley, A. (2007). Deconstructing Special Education and Constructing inclusion (2nd ed.). Maidenhead: Open University Press.
  • UNESCO. (1994). The Salamanca Statement and framework for action on special needs. Paris: Author.
  • United Nations. (1989). Convention on the rights of the child. New York, NY: Author.
  • Wenger, E., McDermott, R., & Snyder, W. M. (2002). Cultivating communities of practice: A guide to managing knowledge. Boston, MA: Harvard Business School Press.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.