Short sprint or an endurance test: the perceived impact of the National Award for Special Educational Needs Coordination

Research output: Contribution to JournalArticle

Abstract

This paper evaluates the perceived impact of the National Award (NA) for Special Educational Needs (SEN) Coordination in English mainstream schools. The Award was introduced in 2009 and has been mandatory for all new Special Educational Needs Coordinators (SENCos) since its inception. The framework used for the evaluation is based on the learning outcomes of the NA, which were formulated by the Training and Development Agency and focus on areas related to the pedagogical, managerial and leadership aspects of the SENCo role. Findings suggest that the NA has impacted most significantly on participants’ pedagogy and strategies for removing barriers to learning. Participants’ preparedness for training at post-graduate level is also investigated and consideration is given towards further training and study beyond the completion of the NA. Additionally, the paper investigates areas that are perceived as challenges (e.g. lack of time and leadership status) to the successful implementation of their coordination role and any impact the NA has had in this respect.
Original languageEnglish
Article number4
Pages (from-to)495-510
Number of pages16
JournalTeacher Development
Volume18
Issue number4
Early online date29 Oct 2014
DOIs
Publication statusE-pub ahead of print - 29 Oct 2014

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special educational needs
endurance
leadership
learning
graduate
lack
evaluation
school

Keywords

  • Continuing Professional Development (CPD)
  • Special Educational Needs Coordinator (SENCo)
  • leadership
  • pedagogy
  • post-graduate

Cite this

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title = "Short sprint or an endurance test: the perceived impact of the National Award for Special Educational Needs Coordination",
abstract = "This paper evaluates the perceived impact of the National Award (NA) for Special Educational Needs (SEN) Coordination in English mainstream schools. The Award was introduced in 2009 and has been mandatory for all new Special Educational Needs Coordinators (SENCos) since its inception. The framework used for the evaluation is based on the learning outcomes of the NA, which were formulated by the Training and Development Agency and focus on areas related to the pedagogical, managerial and leadership aspects of the SENCo role. Findings suggest that the NA has impacted most significantly on participants’ pedagogy and strategies for removing barriers to learning. Participants’ preparedness for training at post-graduate level is also investigated and consideration is given towards further training and study beyond the completion of the NA. Additionally, the paper investigates areas that are perceived as challenges (e.g. lack of time and leadership status) to the successful implementation of their coordination role and any impact the NA has had in this respect.",
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author = "Julian Brown and Mary Doveston",
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N2 - This paper evaluates the perceived impact of the National Award (NA) for Special Educational Needs (SEN) Coordination in English mainstream schools. The Award was introduced in 2009 and has been mandatory for all new Special Educational Needs Coordinators (SENCos) since its inception. The framework used for the evaluation is based on the learning outcomes of the NA, which were formulated by the Training and Development Agency and focus on areas related to the pedagogical, managerial and leadership aspects of the SENCo role. Findings suggest that the NA has impacted most significantly on participants’ pedagogy and strategies for removing barriers to learning. Participants’ preparedness for training at post-graduate level is also investigated and consideration is given towards further training and study beyond the completion of the NA. Additionally, the paper investigates areas that are perceived as challenges (e.g. lack of time and leadership status) to the successful implementation of their coordination role and any impact the NA has had in this respect.

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