SENCOs' Lived Experiences of Working through the COVID-19 Pandemic in Swedish Upper Secondary Schools

Autor/inn/en	Udd, Jonas; Berndtsson, Inger
Titel	SENCOs' Lived Experiences of Working through the COVID-19 Pandemic in Swedish Upper Secondary Schools
Quelle	In: European Journal of Special Needs Education, 38 (2023) 6, S.865-878 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Udd, Jonas) ORCID (Berndtsson, Inger)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2023.2179309
Schlagwörter	Foreign Countries; COVID-19; Pandemics; Barriers; Secondary Schools; Special Education; Students with Disabilities; Inclusion; Regular and Special Education Relationship; Coordinators; Role; Work Environment; Faculty Workload; Sweden + Suchen Sie Ihr Suchwort? Ausland; Sekundarschule; Special needs education; Sonderpädagogik; Sonderschulwesen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Inklusion; Koordinator; Rollen; Arbeitsmilieu; Schweden
Abstract	This article explores nine SENCOs' lived experiences of the changes, challenges and opportunities which arose when working in Swedish upper secondary schools through the spring term of 2021, during the COVID-19 pandemic. This article provides further insights into the particulars of the SENCOs' line of work and also aims to say something about the existential aspects of the SENCO profession. The study draws on empirical material generated from semi-structured lifeworld interviews and open-ended diaries. The study design and analysis were conceived and performed using a lifeworld phenomenological approach and hermeneutics. The lived experiences of the SENCOs reveal that they took on new tasks during the pandemic and, at the same time, long-standing issues regarding their professional role seem to have been exacerbated. These findings give insights into the difficulties faced by SENCOs in claiming professional jurisdiction and ask whether SENCOs inadvertently contribute to this problem when driven by a sense of moral obligation towards students with special educational needs. This moral obligation might stand at the heart of what it means to be a SENCO, and is possibly thoroughly intertwined with SENCOs' agency. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01