A Tale of Three SENCOS, post 2015 Reforms. Issue 4 (23rd January 2019)

• Record Type: Journal Article
• Authors: Whalley, Sara
• Is Part Of: Support for learning. Volume 33:Issue 4(2018:Nov.)
• Page Start: 407
• Page End: 428
• Publication Date: 2019-01-23
• Subjects: SENCO -- inclusion -- special educational needs -- SEND code of practice; Remedial teaching -- Periodicals; 371.9
• DOI: 10.1111/1467-9604.12227
• Languages: English
• ISSNs: 0268-2141

Abstract

Abstract: This article forms part of a Masters Inclusive Education research project. Whilst most inclusive research focuses on a marginalised group, my research participants would not normally be deemed marginalised. Nevertheless, they have a pivotal role within the English mainstream education system to promote inclusive practice, improving outcomes for the most vulnerable young people. For this reason, I intend to explore the role of three Special Educational Needs Co‐ordinators (SENCOs) post 2015 reforms and firmly believe this is fundamentally inclusive research.