Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.748564
Title: The role of special educational needs coordinators in implementing the 2014 Special Educational Needs and Disability legislation : a juggling act
Author: Tysoe, K.
ISNI:       0000 0004 7233 9572
Awarding Body: Nottingham Trent University
Current Institution: Nottingham Trent University
Date of Award: 2018
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Abstract:
The purpose of this research was to investigate the role of special educational needs coordinators (SENCOs) and discover how the new Special Educational Needs and Disability Code of Practice: 0 to 25 Years (DfE 2015) was being enacted in schools. The main argument presented through this thesis is that the SENCO role is currently overly focused on carrying out bureaucratic tasks rather than supporting inclusive classroom practice. The literature review situates the research within its historical and cultural context by considering the development of special educational needs and disability (SEND) provision, including the role of the SENCO. A conceptual framework for the SENCO role and identity is advanced which adds to our understanding of the SENCO role. This applied social research adopted a phenomenological methodology where the self-reported experience of individuals is the source of data (Creswell 2007; Husserl 1970). The field work for the research involved two sets of interviews, separated by an interval of 12 months, with seven SENCOs from across several London boroughs. The qualitative data gathered was analysed using categorisation and coding, a method drawn from grounded theory (Charmaz 2006; Glaser and Strauss 1967). A rating scale and analysis of threats, opportunities, weaknesses and strengths (TOWS) was also used to gauge the confidence and attitudes of SENCOs towards aspects of the new SEND legislation (Children and Families Act 2014). The research contributes to our evidence base on how the SEND reforms are being implemented in schools. The findings demonstrate that SENCOs broadly welcome the principles underpinning the new SEND Code of Practice (ibid). However, SENCOs find that some of the procedures associated with the Code of Practice (ibid) are proving problematic. The thesis concludes by asserting that, if these issues are not addressed, then the aspirations of the new SEND legislation will not be fully realised and SENCOs will be yet further removed from their work in supporting colleagues in developing inclusive practice. The thesis makes a number of recommendations at school, local and national level to support further the implementation of the SEND reforms. It also identifies areas for future research including: investigating the SEND reforms from the perspective of children, their parents or carers and young people; and evaluating the effectiveness and impact of the SENCO role.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.748564  DOI: Not available
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