ERIC Number: EJ1230129
Record Type: Journal
Publication Date: 2017
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1176-6662
EISSN: N/A
Informal, Non-Formal, and Formal Networking: Ensuring Autonomy and Flexibility for Special Needs Coordinators
Kearney, Alison; Mentis, Mandia; Holley-Boen, Wendy
New Zealand Journal of Teachers' Work, v14 n2 p114-135 2017
The importance of the Special Needs Coordinator (SENCO) in facilitating inclusive and equitable education is well supported in the literature with many countries formalising the role through legislation and policy. New Zealand however, while adopting the role of SENCO, has not formalised this role, meaning that those in SENCO positions in New Zealand experience high levels of flexibility and autonomy. This article reports on a study of New Zealand SENCOs, highlighting their day-to-day work. A model of networked SENCO expertise is presented that reinforces SENCO autonomy and flexibility while also facilitating their needs for collaboration, sharing of practice and ongoing professional learning.
Descriptors: Foreign Countries, Professional Autonomy, Special Needs Students, Coordinators, Inclusion, Equal Education, School Personnel, Role Perception, Professional Development, Compulsory Education, Elementary Secondary Education, Job Satisfaction, Communities of Practice
New Zealand Journal of Teachers' Work. Auckland University of Technology, Private Bag 92006, Auckland 1142, New Zealand. Web site: https://ojs.aut.ac.nz/teachers-work/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand
Grant or Contract Numbers: N/A