Curran, H (2021) 'Developing SENCO resilience: understanding and meeting the challenge of the role.' In: Beaton, M.C, Codina, G.N and Wharton, J.C, eds. Leading on inclusion: the role of the SENCO. Routledge, Abingdon, pp. 171-180. ISBN 9780367420505
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Abstract
This chapter explores some of the specific challenges a Special Educational Needs Co-ordinator (SENCO) may experience, particularly in relation to the nuances of the role and how others perceive their function. The Special Educational Needs and Disability Code of Practice outlines the duties, policies and procedures for schools and other organisations in relation to the provision for children with Special Educational Needs. Central to the implementation of these duties is the SENCO. It is unequivocal that the SENCO is expected to lead the school strategically. It is evident that the SENCO role has the potential to enact multiple policy actor roles concurrently, indicating the potential to effect change and influence school practices, but equally demonstrating the need to have a continual drive to do so despite the aforementioned challenges. SENCOs are frequently engaged in decision-making and prioritising. They concurrently work with, and advocate for, individuals in complex situations.
| Item Type: | Book Chapter or Section |
|---|---|
| Divisions: | School of Education |
| Research Centres and Groups: | Centre for Research in Equity, Inclusion and Community (CREIC) |
| Date Deposited: | 04 Mar 2021 11:10 |
| Last Modified: | 22 Oct 2022 01:40 |
| URI / Page ID: | https://researchspace.bathspa.ac.uk/id/eprint/13879 |
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