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Does the Code of Practice help secondary school SENCos to improve learning?
Author(s) -
Lingard Tony
Publication year - 2001
Publication title -
british journal of special education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.349
H-Index - 38
eISSN - 1467-8578
pISSN - 0952-3383
DOI - 10.1111/1467-8527.t01-1-00223
Subject(s) - special educational needs , code of practice , pedagogy , code (set theory) , reflection (computer programming) , bureaucracy , subject (documents) , psychology , special needs , special education , sociology , mathematics education , medical education , medicine , computer science , political science , engineering ethics , library science , engineering , set (abstract data type) , psychiatry , politics , law , programming language
Tony Lingard is special educational needs co‐ordinator (SENCo) in a large comprehensive secondary school. He believes that the requirements of the Code of Practice detract from his capacity to support pupils with special educational needs. Anticipating the introduction of a revised, but still significant, bureaucratic burden in the new Code, he reports his use of a questionnaire to gather the views of other secondary SENCos in his LEA. The results are challenging but compelling. Do individual education plans (IEPs) help subject teachers to address individual pupils’ special educational needs? Do targets help pupils and parents to engage with priorities for learning? Would whole‐school strategies for meeting special educational needs be more effective, efficient and inclusive than the current individualised system? Tony Lingard’s article will prompt reflection in schools around the country as SENCos await the launch of the revised Code.