|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.
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.
|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
Hearing the voice of the child: ensuring authenticity