Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.760270
Title: Special Educational Needs and Disabilities reforms 2014 : from policy to practice : SENCos' perspectives of the first year post implementation
Author: Curran, H. C.
ISNI:       0000 0004 7432 2643
Awarding Body: Bath Spa University
Current Institution: Bath Spa University
Date of Award: 2017
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Abstract:
This study explores the role of the Special Educational Needs Co-ordinator (SENCo) as an implementer of Special Educational Needs policy within mainstream schools, at a time of significant Special Educational Needs and Disabilities (SEND) policy reform; the SEND reforms. This study examines the various policy actor roles the SENCo could be seen to assume during this period (Ball et al., 2012) and explores the initial impact of the SEND reforms, from the perspective of the SENCo. A phenomenological approach to the study has been taken. The data consists of five phases which were conducted during the first year of SEND reform. Phases one and two sought the initial views of SENCos' regarding preparedness for the introduction of the SEND reforms. Data was gathered through questionnaires and interviews respectively. Phas three consisted of six interviews with nine SENCos across the academic year which explored the SENCos experience of SEND reforms implementation. Phases four and five comprised of questionnaires to wider groups of SENCos and sought to explore the emerging themes from phase three. Data has been analysed through a thematic analysis approach. The findings indicate that the SENCos immediately established themselves as leaders of policy implementation; determining priorities and related actions, often without the status Senior Leadership Team membership can bring. The study suggests that, in order to support the implementation of the new policy, SENCos assumed various policy actor roles during this period, including narrator, entrepreneur and enthusiast. The findings suggest that, from the perspective of the SENCo, the SEND reforms have already had an impact, including an expansion of the SENCo role and an increase in engagement between schools and parents. SENCos also reported a reduction in the numbers of children identified as having SEN in response to a number of drivers, directly related to the introduction of the SEND reforms.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.760270  DOI: Not available
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