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‘I will be “fighting” even more for pupils with SEN ’: SENCO s' role predictions in the changing E nglish policy context
Author(s) -
Pearson Sue,
Mitchell Rafael,
Rapti Maria
Publication year - 2015
Publication title -
journal of research in special educational needs
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.543
H-Index - 27
ISSN - 1471-3802
DOI - 10.1111/1471-3802.12062
Subject(s) - accountability , context (archaeology) , general partnership , psychology , work (physics) , public relations , pedagogy , political science , engineering , paleontology , law , biology , mechanical engineering
The C oalition G overnment's ‘ G reen P aper’ (DfE 2011) proposes a systemic overhaul of services for pupils with special educational needs in E ngland, with increased parental choice of provision and ‘sharper accountability’ (p. 67) in schools. Deadlines for various stages of this reform have not been met, and its final nature remains uncertain. This paper reveals SENCO s' insights into their changing role in this turbulent policy context. This is achieved through the thematic analysis of 227 responses to an ‘open‐ended’ question in the national Special Educational Needs Coordinator ( SENCO ) Survey 2012. Findings from this sample indicate that SENCO s predict that schools in E ngland will become more inclusive, with greater shared responsibility for achievement for all, and SENCO s' increased involvement in staff training and other whole school capacity‐building activities. Respondents predict a greater partnership with parents, for whom they will provide advice and links to other services. They foresee their reduced involvement in direct teaching and an intensification of their work in other ways, especially in terms of paperwork associated with pupil tracking and other accountability measures. These changes are anticipated against a backdrop of resource cuts, requiring SENCO s to show increasing self‐reliance and imagination.