The SENCO Role in Post-Primary Schools in Ireland: Victims or Agents of Change?

Autor/inn/en	Fitzgerald, Johanna; Radford, Julie
Titel	The SENCO Role in Post-Primary Schools in Ireland: Victims or Agents of Change?
Quelle	In: European Journal of Special Needs Education, 32 (2017) 3, S.452-466 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2017.1295639
Schlagwörter	Special Education; Special Needs Students; Administrator Role; Secondary School Students; Educational Policy; Questionnaires; School Administration; Change Agents; Foreign Countries; Inclusion; Mixed Methods Research; Professional Identity; Administrator Attitudes; Ireland + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf; Sekundarschüler; Politics of education; Bildungspolitik; Fragebogen; Ausland; Inklusion; Irland
Abstract	This paper considers the role of Special Educational Needs Coordinators (SENCOs) in mainstream post-primary schools (12-18 years) in Ireland. Little is known of the role in the Irish context and it is hoped that this research will inform policy. The Irish educational landscape has witnessed seismic change recently with further transformation imminent. The SENCO role is a recent phenomenon in Irish schools and while much is known of the role internationally, Irish SENCOs tend to operate in a policy vacuum. This paper draws on research with a purposive sample of twenty-seven SENCOs. A lengthy postal questionnaire served as the method of data collection, where both quantitative and qualitative data were collected. Findings reveal the complexity of the role in an evolving education system. SENCOs continue to fulfil largely operational roles and are limited in their capacity to effect change in inclusive practice from a whole-school perspective. Lack of formal recognition of the SENCO role has led to its ad-hoc development. This research makes the case for the formalisation of the role at policy level and recognition of the need to develop the SENCO as strategic leader, firmly situated within school management. Otherwise, Irish SENCOs risk being victims rather than agents of change. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01