SENCOs’ lived experiences of working through the COVID-19 pandemic in Swedish upper secondary schools

References

• Abbott, L. 2007. “Northern Ireland Special Educational Needs Coordinators Creating Inclusive Environments: An Epic Struggle.” European Journal of Special Needs Education 22 (4): 391–407. doi:10.1080/08856250701650003.
   Google Scholar
• Aspelin, J., D. Östlund, and A. Jönsson. 2021. “‘It Means everything’: Special educators’ Perceptions of Relationships and Relational Competence.” European Journal of Special Needs Education 36 (5): 671–685. doi:10.1080/08856257.2020.1783801.
   Web of Science ®Google Scholar
• Bengtsson, J. 2013a. “Embodied Experience in Educational Practice and Research.” Studies in Philosophy and Education 32 (1): 39–53. doi:10.1007/s11217-012-9328-1.
   Web of Science ®Google Scholar
• Bengtsson, J. 2013b. “With the Lifeworld as Ground. A Research Approach for Empirical Research in Education: The Gothenburg Tradition.” Indo-Pacific Journal of Phenomenology 13 (sup1): 1–18. doi:10.2989/IPJP.2013.13.2.4.1178.
   Google Scholar
• Berndtsson, I., S. Claesson, F. Friberg, and J. Öhlén. 2007. “Issues About Thinking Phenomenologically While Doing Phenomenology.” Journal of Phenomenological Psychology 38 (2): 256–277. doi:10.1163/156916207X234293.
   Google Scholar
• Berndtsson, I., and M. Vikner Stafberg. 2023. “Livsvärldsfenomenologisk belysning av abduktion inom pedagogisk forskning: exemplet lärarblivande [Lifeworld phenomenological elucidation of abduction in educational research: the example of becoming a teacher].” Pedagogisk forskning i Sverige 27 (4): 62–82. doi:10.15626/pfs27.04.04.
   Google Scholar
• Boddison, A., and H. Curran. 2021. “The Experience of SENCOs in England During the COVID-19 Pandemic: The Amplification and Exposure of Pre-Existing Strengths and Challenges and the Prioritisation of Mental Health and Wellbeing in Schools.” Journal of Research in Special Educational Needs 22: 126–136. doi:10.1111/1471-3802.12553.
   Web of Science ®Google Scholar
• Börnert-Ringleb, M., G. Casale, and C. Hillenbrand. 2021. “What Predicts teachers’ Use of Digital Learning in Germany? Examining the Obstacles and Conditions of Digital Learning in Special Education.” European Journal of Special Needs Education 36 (1): 80–97. doi:10.1080/08856257.2021.1872847.
   Web of Science ®Google Scholar
• Clarke, A. L., and E. J. Done. 2021. “Balancing Pressures for SENCos as Managers, Leaders and Advocates in the Emerging Context of the COVID-19 Pandemic.” British Journal of Special Education 48 (2): 157–174. doi:10.1111/1467-8578.12353.
   Web of Science ®Google Scholar
• 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. doi:10.1080/08856250500156020.
   Google Scholar
• Couper-Kenney, F., and S. Riddell. 2021. “The Impact of COVID-19 on Children with Additional Support Needs and Disabilities in Scotland.” European Journal of Special Needs Education 36 (1): 20–34. doi:10.1080/08856257.2021.1872844.
   Web of Science ®Google Scholar
• Curran, H. 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): 76–93. doi:10.1111/1467-8578.12253.
   Web of Science ®Google Scholar
• Curran, H., and A. Boddison. 2021. “‘It’s the Best Job in the World, but One of the Hardest, Loneliest, Most Misunderstood Roles in a school.’ Understanding the Complexity of the SENCO Role Post-SEND Reform.” Journal of Research in Special Educational Needs 21 (1): 39–48. doi:10.1111/1471-3802.12497.
   Web of Science ®Google Scholar
• Done, E. J., and H. Knowler. 2021. “Exclusion and the Strategic Leadership Role of SENCos in England: Planning for COVID-19 and Future Crises.” British Journal of Special Education 48 (4): 438–454. doi:10.1111/1467-8578.12388.
   Web of Science ®Google Scholar
• Finlay, L. 2009. “Debating Phenomenological Research Methods.” Phenomenology & Practice 3 (1). doi:10.29173/pandpr19818.
   Google Scholar
• Finlay, L. 2014. “Engaging Phenomenological Analysis.” Qualitative Research in Psychology 11 (2): 121–141. doi:10.1080/14780887.2013.807899.
   Web of Science ®Google Scholar
• Fitzgerald, J., and J. Radford. 2017. “The SENCO Role in Post-Primary Schools in Ireland: Victims or Agents of Change?” European Journal of Special Needs Education 32 (3): 452–466. doi:10.1080/08856257.2017.1295639.
   Web of Science ®Google Scholar
• Fitzgerald, J., and J. Radford. 2020. “Leadership for Inclusive Special Education: A Qualitative Exploration of SENCOs’ and principals’ Experiences in Secondary Schools in Ireland.” International Journal of Inclusive Education 26: 1–16. doi:10.1080/13603116.2020.1760365.
   Web of Science ®Google Scholar
• Gadamer, H. -G. 2013. Truth and Method. London, New York: Bloomsbury Academic.
   Google Scholar
• Gilje, N. 2020. Hermeneutik Som Metod : En Historisk Introduktion [Hermeneutics as a Method: A Historical Introduction.]. Göteborg: Daidalos.
   Google Scholar
• Göransson, K., G. Lindqvist, N. Klang, G. Magnússon, and L. Almqvist. 2019. “Professionalism, Governance and Inclusive Education – a Total Population Study of Swedish Special Needs Educators.” International Journal of Inclusive Education 23 (6): 559–574. doi:10.1080/13603116.2018.1441339.
   Web of Science ®Google Scholar
• Göransson, K., G. Lindqvist, G. Möllås, L. Almqvist, and C. Nilholm. 2017. “Ideas About Occupational Roles and Inclusive Practices Among Special Needs Educators and Support Teachers in Sweden.” Educational Review 69 (4): 490–505. doi:10.1080/00131911.2016.1237477.
   Web of Science ®Google Scholar
• Hallett, F. 2022. “Can SENCOs Do Their Job in a Bubble? The Impact of COVID-19 on the Ways in Which We Conceptualise Provision for Learners with Special Educational Needs.” Oxford Review of Education 48 (1): 1–13. doi:10.1080/03054985.2021.1898357.
   Web of Science ®Google Scholar
• Klang, N., K. Gustafsson, G. Möllås, C. Nilholm, K. Göransson, and K. Gustafson. 2017. “Enacting the Role of Special Needs Educator: Six Swedish Case Studies.” European Journal of Special Needs Education 3R̥2 (3): s391–405. doi:10.1080/08856257.2016.1240343.
   Google Scholar
• Kvale, S., S. Brinkmann, and S. -E. Torhell. 2014. Den Kvalitativa Forskningsintervjun [The Qualitative Research Interview]. Lund: Studentlitteratur.
   Google Scholar
• Levinas, E. 1969. Totality and Infinity : An Essay on Exteriority. Pittsburgh: Pittsburgh: Duquesne University Press.
   Google Scholar
• Lindblad, S., G. -B. Wärvik, I. Berndtsson, E. -B. Jodal, A. Lindqvist, G. Messina Dahlberg, M. Wyszynska Johansson, C. Runesdotter, K. Samuelsson, J. Udd, M. Wyszynska Johansson. 2021. “School Lockdown? Comparative Analyses of Responses to the COVID-19 Pandemic in European Countries.” European Educational Research Journal EERJ 20 (5): 564–583. doi:10.1177/14749041211041237.
   Web of Science ®Google Scholar
• Lindner, K. -T., V. Letzel, G. Tarini, and S. Schwab. 2021. “When Home Turns into Quarantine School – New Demands on Students with Special Educational Needs, Their Parents and Teachers During COVID-19 Quarantine.” European Journal of Special Needs Education 36 (1): 1–4. doi:10.1080/08856257.2021.1874153.
   Web of Science ®Google Scholar
• Lindqvist, G. 2013. “SENCOs: Vanguards or in Vain?” Journal of Research in Special Educational Needs 13 (3): 198–207. doi:10.1111/j.1471-3802.2012.01249.x.
   Google Scholar
• Lindqvist, G., K. Göransson, C. Nilholm, G. Möllås, D. L. Cameron, and B. Hannus-Gullmets. 2014. “Special Professions?: The Role of Special Educators in the Nordic Countries. Nordic Educational Research Association (NERA) congress, 5-7 March, 42nd. Sweden: Högskolan Dalarna. . 14 02 2023. doi:diva2:709564. Lillehammer University College. du.diva-portal.org.
   Google Scholar
• Magnússon, G., and K. Göransson. 2019. “Perimeters Of, and Challenges To, the Jurisdiction of Swedish Special Educators: An Exploration of Free Text Responses.” European Journal of Special Needs Education 34 (3): 257–271. doi:10.1080/08856257.2018.1458473.
   Web of Science ®Google Scholar
• Mercieca, D., and D. Mercieca P., & K. Ward. 2021. “Teachers Working in Special Schools in Scotland Acting with Practical Wisdom: Supporting Children with Additional Needs in COVID-19 Lockdown.” Education Sciences 11 (10). doi:10.3390/educsci11100569.
   PubMed Web of Science ®Google Scholar
• Merleau-Ponty, M. 2014. Phenomenology of Perception. London: Routledge.
   Google Scholar
• Middleton, T., and L. Kay. 2021. “Uncharted Territory and Extraordinary Times: The Senco’s Experiences of Leading Special Education During a Pandemic in England.” British Journal of Special Education 48 (2): 212–234. doi:10.1111/1467-8578.12359.
   Web of Science ®Google Scholar
• Morgan, M. L. 2020. “Emmanuel Levinas, Freedom and Agency Erhard, Christopher, Keiling, Tobias.” In The Routledge Handbook of Phenomenology of Agency. Milton: Taylor & Francis Group 147–157 .
   Google Scholar
• Ödman, P. -J. 2007. Tolkning, förståelse, vetande : hermeneutik i teori och praktik [Interpretation, understanding, knowing: hermeneutics in theory and practice.]. Stockholm: Norstedts akademiska förlag.
   Google Scholar
• OECD. 2020. Education and COVID-19: Focusing on the Long-Term Impact of School Closures. Paris: OECD Publishing
   Google Scholar
• Oldham, J., and J. Radford. 2011. “Secondary SENCo Leadership: A Universal or Specialist Role?” British Journal of Special Education 38 (3): 126–134. doi:10.1111/j.1467-8578.2011.00513.x.
   Google Scholar
• Patton, M. Q. 2015. Qualitative Research & Evaluation Methods : Integrating Theory and Practice. Thousand Oaks, California: SAGE Publications, Inc.
   Google Scholar
• Public Health Agency of Sweden. 2022. “Higher Education Institutions and Upper Secondary Schools are Now Encouraged to Conduct Distance Education.” www.folkhalsomyndigheten.se
   Google Scholar
• Schütz, A. 1962. Collected Papers 1 the Problem of Social Reality. The Hague: M. Nijhoff.
   Google Scholar
• Schütz, A. 1967. The Phenomenology of the Social World. Evanston: Northwestern Univ. Press.
   Google Scholar
• SFS 2017:1111, Förordning om ändring i högskoleförordningen (1993:100) [Ordinance on amendments to the Higher Education Ordinance]. 2017. www.lagboken.se
   Google Scholar
• SFS 2020:115. 2020. “Amendment of Regulation (2020: 115) on Education in Some School Forms in the School System at Spread of Certain Infections.”
   Google Scholar
• Smith, M. D., and K. E. Broomhead. 2019. “Time, Expertise and Status: Barriers Faced by Mainstream Primary School SENCos in the Pursuit of Providing Effective Provision for Children with SEND.” Support for Learning 34 (1): 54–70. doi:10.1111/1467-9604.12237.
   Web of Science ®Google Scholar
• von Ahlefeld Nisser, D. 2013. “SENCOs´ and Special Teachers´ Different Roles and Mission – Different Ideas Encounter the Realities of Pedagogical Practices.” In (Vol. s. 209-209): 4̥1st Annual Congress of the Nordic Educational Research Association : Disruptions and eruptions as opportunities for transforming education : Abstract book NFPF/NERA March Reykjavik.
   Google Scholar
• Wildemuth, B. M. 2017. Applications of Social Research Methods to Questions in Information and Library Science. Second edition. ed. Santa Barbara, California: Libraries Unlimited, an imprint of ABC-CLIO,LLC.
   Google Scholar