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ERIC Number: EJ928075
Record Type: Journal
Publication Date: 2011
Pages: 17
Abstractor: As Provided
Reference Count: 51
ISBN: N/A
ISSN: ISSN-0264-3944
Perspectives of SENCos and Support Staff in England on Their Roles, Relationships and Capacity to Support Inclusive Practice for Students with Behavioural Emotional and Social Difficulties
Burton, Diana; Goodman, Ruth
Pastoral Care in Education, v29 n2 p133-149 2011
With teachers under pressure to meet curriculum targets, responsibility for including students with behavioural emotional and social difficulties (BESD) in mainstream schools falls heavily on non-teaching staff. In this article, semi-structured interviews were conducted with special educational needs coordinators (SENCos) and support staff in a small sample of secondary education settings in England, to examine their perceptions of their role, their relationships with students with BESD and their parents and their ability to facilitate inclusive practice. Despite both SENCo and support staff roles having been regarded as low-status roles in the past, findings reported here depict a set of highly skilled workers crucial to the inclusion of students with BESD. Through the creation of a nurturing environment combined with caring attitudes and accessibility, these staff were able to form positive relationships with these students and their parents. Implications regarding staffing, resources and inclusion are further discussed.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: Support Staff
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)