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Time, expertise and status: barriers faced by mainstream primary school SENCos in the pursuit of providing effective provision for children with SEND

Smith, M and Broomhead, KE (2019) Time, expertise and status: barriers faced by mainstream primary school SENCos in the pursuit of providing effective provision for children with SEND. Support for Learning, 34 (1). pp. 54-70. ISSN 0268-2141

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Abstract

The inclusion ‘ideal’ is one which has been both celebrated and maligned. It paved the way for equality; but also, out of its diversity sprang many misconceptions and concerns for children with Special Educational Needs and Disabilities (SEND). It is within this maelstrom of difficulty that the Special Educational Needs Co‐ordinator (SENCo) role is placed, so that those undertaking the position of SENCo face numerous barriers in the pursuit of providing effectively for children with SEND. Semi‐structured interviews were conducted with fifteen SENCos employed at mainstream primary schools within the North West of England. Findings revealed conflict between how SENCos viewed their role and responsibilities, and the expectations that they perceived to be placed on them by parents of children with SEND and mainstream colleagues. This study brings to the fore the complexities of the role of the SENCo, and the continuing demands placed on these practitioners.

Item Type: Article
Additional Information: This is the peer reviewed version of the following article: Smith, M.D. and Broomhead, K.E. (2019), Time, expertise and status: barriers faced by mainstream primary school SENCos in the pursuit of providing effective provision for children with SEND. Support for Learning, 34: 54-70., which has been published in final form at https://dx.doi.org/10.1111/1467-9604.12237. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions.
Uncontrolled Keywords: 1303 Specialist Studies in Education
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education > LB1501 Primary Education
Divisions: Education
Publisher: Wiley
Date Deposited: 31 Jan 2020 11:51
Last Modified: 31 Jan 2020 12:00
DOI or Identification number: 10.1111/1467-9604.12237
URI: http://researchonline.ljmu.ac.uk/id/eprint/11252

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