Abstract
AbstractThe aim of this paper is to argue that there are a number of key drivers for Special Educational Needs (SEN) provision that have to be met by Special Educational Needs Coordinators (SENCOs) and teaching professionals so as to ensure optimal provision and inclusion for children with SEN in mainstream primary schools. Although the research has been carried out in England, there is a significant European Dimension to the issue, as a similar role to that of SENCOs in respect of SEN management already exists in countries such as Finland and Ireland, and is being considered in Italy.This paper focuses on the data gathered for the purpose of the author’s doctoral research in England, through questionnaires and interviews with SENCOs, head teachers and teachers. Thematic analysis was used to explore key drivers of SEN provision by practitioners who support children with SEN.Data illustrate that the key drivers of SEN provision include time; teacher openness to change; target setting; evidence of tried interventions; empowerment; decision-making and approachability. The implementation of such drivers depend largely on practitioner skills and competencies.The main conclusion within this paper is to develop points of reference for planning and practice, with illustrations of optimal provision by all practitioners who work with children with SEN.
Highlights
A Special Educational Needs Coordinators (SENCOs) in England coordinates services around children with Special Educational Needs (SEN), and helps teachers to develop and implement appropriate planning, provision and resources for children with SEN in mainstream schools [1]
Data illustrate that the key drivers of SEN provision include time; teacher openness to change; target setting; evidence of tried interventions; empowerment; decision-making and approachability
The main conclusion within this paper is to develop points of reference for planning and practice, with illustrations of optimal provision by all practitioners who work with children with SEN
Summary
A SENCO in England coordinates services around children with Special Educational Needs (SEN), and helps teachers to develop and implement appropriate planning, provision and resources for children with SEN in mainstream schools [1]. The requirement for English schools to appoint a SENCO to coordinate the provision of various initiatives around children with SEN has existed since 1994. The aim of this paper is to argue that there are a number of key drivers for Special Educational Needs (SEN) provision that have to be met by Special Educational Needs Coordinators (SENCOs) and teaching professionals so as to ensure optimal provision and inclusion for children with SEN in mainstream primary schools. Резултати: Податоците покажуваат дека клучните двигатели во одредбата за ПОП вклучуваат време, отвореност на наставниците кон промена, целна средина, докази за испробани интервенции, еманципирање, донесување одлуки и пристапност. Заклучок: Главниот заклучок во овој труд е да се развијат референтни точки за планирање и практика, со илустрации за оптимална одредба од сите практичари кои работат со деца со ПОП
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