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Special Educational Needs Coordinators' Practice in England 40 Years on From the Warnock Report

Esposito, R; Carroll, C; (2019) Special Educational Needs Coordinators' Practice in England 40 Years on From the Warnock Report. Frontiers in Education , 4 , Article 75. 10.3389/feduc.2019.00075. Green open access

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Abstract

The Special Educational Needs Coordinator (SENCO) role in England has been formally established since 1994 to support inclusion. In 2009 it became mandatory for every new SENCO in a mainstream school in England to gain a postgraduate qualification in special educational needs coordination within 3 years of taking up a post, which includes a compulsory practitioner research component. This study examined 100 assignment abstracts from 50 SENCOs submitted as part of the postgraduate qualification delivered in one university in England between 2015 and 2017. Data were analyzed using thematic analysis in Nvivo and yielded 4 themes underpinning SENCO practice, namely diversity in SENCO practice, meaningful assessment, evidence informed practice, and evaluating impact. The findings are discussed in the light of developments in policy and practice in the education of pupils with special educational needs and/or disabilities since the Warnock Report in 1978.

Type: Article
Title: Special Educational Needs Coordinators' Practice in England 40 Years on From the Warnock Report
Open access status: An open access version is available from UCL Discovery
DOI: 10.3389/feduc.2019.00075
Publisher version: https://doi.org/10.3389/feduc.2019.00075
Language: English
Additional information: Copyright © 2019 Esposito and Carroll. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) (http://creativecommons.org/licenses/by/4.0/). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
Keywords: special educational needs, school, disability, SENCO, inclusion, warnock, practitioner enquiry
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development > IOE - PHD Centre for Inclusive Educ
URI: https://discovery.ucl.ac.uk/id/eprint/10117736
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