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| About the book |
This book offers an insight into the role of the Special Educational Needs Coordinator (SENCO) at a time of transformation following the recent legislative change and the introduction of the National Award for SEN Coordination. There are contributions from leading academics in the field of SEN and inclusion, from nasen and CSIE as well as from practitioners in Local Authorities and educational settings. It includes:
Contributors: Rachel Barrell, Angharad E. Beckett, Barbara Bradbury, Lynne Cook, Pam Davies, Alison Ekins, Niki Elliot, Alison Feeney, Lani Florian, Bob Franks, Anne Gager, Philip Garner, Barry Groom, John Hattersley, Peter Hick, Kath Kelly, Hazel Lawson, Linda Lyn-Cook, Bridget Middlemas, Tricia Nash, Brahm Norwich, Alison Patterson, Sue Pearson, Lorraine Petersen, Gill Richards, Christopher Robertson, Artemi Sakellariadis, Cathy Svensson, Steve Tyler, Janice Wearmouth |
| About the authors |
Fiona Hallett is Senior Lecturer for Inclusion and SEN, and a Research Fellow of the Centre for Learner Identity Studies at Edge Hill University, UK
Graham Hallett is Senior Lecturer for SEN and Inclusion at the University of Cumbria, UK.
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| Table of contents |
Part One: Concepts and contexts of SEN A national perspective on the training of SENCOs The challenge of supporting the supporters in the inclusive school What implications do changing practices and concepts have for the role of SEN coordinator? Leading Learning: the role of the SENCO The concept of inclusive pedagogy Part Two: The Professional Context Reasons for underachievement and Every Child Matters Managing behaviour, managing the standards Assessment for learning in inclusive schools Part Three: Strategic Development Developing a joined-up approach to strategic whole school processes Managing financial and physical resources Challenging disabling attitudes and stereotypes Part Four: Coordinating Provision Assessment for effective practice A critique of data gathering Increasing participation, decreasing bureaucracy Part Five: Leading, developing and supporting colleagues SENCOs: A partnership role in initial teacher education? The importance of interpersonal skills Building consensus: negotiating, listening, influencing and sustaining communication: Learning from Danny The Governing Body: an (untapped) resource Part Six: Working in partnership Working in partnership with parents Multi-agency collaboration Hearing the voice of the child: ensuring authenticity |
