Teachers talking: critical events in the life history of staff working with children with special educational needs

Abstract

The role of the special educational needs co-ordinator (SENCO) has undergone radical changes since it was formalised in the SEN Code of Practice (Great Britain. Department for Education and Employment, 1994). These changes have been mirrored by changes in policy for children with special educational needs (SEN) and SENCOs now find themselves working in more complex environments with a plethora of demands. This thesis is set within this contemporary educational scene. The experiences of the SENCO are the focus of this study and the stories of these teachers have been portrayed through narratives. Their stories focused initially on their reasons for entering teaching and their career progression but subsequently developed into a discussion of the emotional engagement that their job engendered and, indeed, requires. Conversely, emotional experiences in their private lives made teachers more engaged in their support for children with SEN. The findings give rise to implications for training, recruitment and retention and possible avenues for the evaluation of SENCO practice. The study also proffers suggestions for future research.