Herding cats or getting heard: the SENCo–teacher dynamic and its impact on teachers’ classroom practice

Saneeya Qureshi

Research output: Contribution to JournalArticlepeer-review

Abstract

This article is based on two key findings of doctoral research into the impact that Special Educational Needs Coordinators (SENCos) in England have on teachers’ skills when addressing the needs of children with SEN in mainstream primary schools. I use data from questionnaires and interviews with SENCos, teachers and headteachers to argue that key indicators for successful teaching of children with SEN include SENCos skilling teachers in their roles as ‘agents of change’ in relation to SENCos’ views of their teaching colleagues, as well as the evolving nature of their own professional identity.
Original languageEnglish
JournalSupport for Learning
Volume29
Issue number3
DOIs
Publication statusPublished - 24 Sep 2014

Keywords

  • Special Educational Needs Coordinator (SENCo)
  • inclusion
  • mainstream
  • roles

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