NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ777342
Record Type: Journal
Publication Date: 2007-Nov
Pages: 17
Abstractor: Author
Reference Count: 58
ISSN: ISSN-0885-6257
Northern Ireland Special Educational Needs Coordinators Creating Inclusive Environments: An Epic Struggle
Abbott, Lesley
European Journal of Special Needs Education, v22 n4 p391-407 Nov 2007
A key role in the development of inclusive practices in schools and classrooms is that of the Special Educational Needs Coordinator (SENCO), a role that has changed most radically since the introduction of the Code of Practice in England, Wales and Northern Ireland. Through interviews with SENCOs in primary and post-primary schools in Northern Ireland, the present study sought to examine the extent to which they created inclusive environments. Specifically, it investigated the scope and main challenges of their work, the support received and how far initial teacher education and in-service training underpin inclusion and, thereby, the SENCO's role. The findings showed that the responsibilities, skills and attributes expected of the SENCO were numerous and that it was a core position, yet carried a substantial teaching load, that the role was strongly managerial and that there was fragmented support in practical terms. Despite expectations that the SENCO would initiate and implement improved inclusive strategies, many significant obstacles persisted and progress could be slow considering, for example, teacher knowledge of, and attitudes towards, special needs. A much sharper focus is needed on all phases of the teacher education continuum as they impact on inclusive cultures at whole-school and classroom level. The SENCOs identified their own perceptions of key factors to make inclusion work. (Contains 3 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Northern Ireland)