Transforming the Role of the SENCO

Erscheinungsjahr 2010
ISBN: 978-0-335-24242-9
Verlag: Open University Press

Buch, Englisch

This book offers an insight into the role of the Special Educational Needs Coordinator (SENCO) at a time of transformation following the recent legislative change and the introduction of the National Award for SEN Coordination.

There are contributions from leading academics in the field of SEN and inclusion, from nasen and CSIE as well as from practitioners in Local Authorities and educational settings.

It includes:

- A collection of keynote chapters outlining some of the issues and tensions of the role

- Five sections covering the main areas of the National Award: Professional Context; Strategic Development; Coordinating Provision; Leading, Developing and Supporting Colleagues; and Working in Partnership

- Friendly guidance on how the theory relates to the day to day practicalities facing the busy SENCO

This book has been designed to complement the National Award for SEN Coordination and will be a key text for all serving and aspiring SENCOs as well as those interested in inclusion, SEN and school leadership.

Contributors: Rachel Barrell, Angharad E. Beckett, Barbara Bradbury, Lynne Cook, Pam Davies, Alison Ekins, Niki Elliot, Alison Feeney, Lani Florian, Bob Franks, Anne Gager, Philip Garner, Barry Groom, John Hattersley, Peter Hick, Kath Kelly, Hazel Lawson, Linda Lyn-Cook, Bridget Middlemas, Tricia Nash, Brahm Norwich, Alison Patterson, Sue Pearson, Lorraine Petersen, Gill Richards, Christopher Robertson, Artemi Sakellariadis, Cathy Svensson, Steve Tyler, Janice Wearmouth

Autoren/Hrsg.

Hallett, Fiona

Hallett, Graham

Fachgebiete

• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Sonderpädagogik, Heilpädagogik
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform

Inhaltsverzeichnis

Part One: Concepts and contexts of SEN

A national perspective on the training of SENCOs

The challenge of supporting the supporters in the inclusive school

What implications do changing practices and concepts have for the role of SEN coordinator?

Leading Learning: the role of the SENCO

The concept of inclusive pedagogy

Part Two: The Professional Context

Reasons for underachievement and Every Child Matters

Managing behaviour, managing the standards

Assessment for learning in inclusive schools

Part Three: Strategic Development

Developing a joined-up approach to strategic whole school processes

Managing financial and physical resources

Challenging disabling attitudes and stereotypes

Part Four: Coordinating Provision

Assessment for effective practice

A critique of data gathering

Increasing participation, decreasing bureaucracy

Part Five: Leading, developing and supporting colleagues

SENCOs: A partnership role in initial teacher education?

The importance of interpersonal skills

Building consensus: negotiating, listening, influencing and sustaining communication: Learning from Danny

The Governing Body: an (untapped) resource

Part Six: Working in partnership

Working in partnership with parents

Multi-agency collaboration

Hearing the voice of the child: ensuring authenticity

Über Autor(innen)

Fiona Hallett is Senior Lecturer for Inclusion and SEN, and a Research Fellow of the Centre for Learner Identity Studies at Edge Hill University, UK

Graham Hallett is Senior Lecturer for SEN and Inclusion at the University of Cumbria, UK.