Ideology Influencing Action: Special Educational Needs Co-Ordinator and Learning Support Assistant Role Conceptualisations and Experiences of Special Needs Education in England

Autor/inn/en	Maher, Anthony John; Vickerman, Philip
Titel	Ideology Influencing Action: Special Educational Needs Co-Ordinator and Learning Support Assistant Role Conceptualisations and Experiences of Special Needs Education in England
Quelle	In: Journal of Research in Special Educational Needs, 18 (2018) 1, S.15-24 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
DOI	10.1111/1471-3802.12389
Schlagwörter	Special Education; Special Needs Students; Foreign Countries; Social Justice; Teacher Aides; Semi Structured Interviews; Administrator Role; Decision Making; Equal Education; Occupational Aspiration; Age Differences; Educational Attitudes; United Kingdom (England) + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf; Ausland; Soziale Gerechtigkeit; Handreichung; Lehrerhilfe; Decision-making; Entscheidungsfindung; Berufsneigung; Berufsziel; Age; Difference; Age difference; Altersunterschied; Educational attitude; Bildungsverhalten; Erziehungseinstellung
Abstract	One outcome of England's Code of Practice' (DfE, 1994) was an increase, first, in the number of learning support assistants (LSAs) working in mainstream schools and, second, the establishment of the role of special educational needs co-ordinator (SENCO). Semi-structured interviews were conducted with SENCOs and LSAs to explore: (i) why they chose their occupation; (ii) how they conceptualise their role and (iii) the decisions they make when endeavouring (or not) to cultivate an inclusive culture in schools. Many SENCOs sought the role in order to increase the educational attainment and life chances of pupils with special educational needs and/or disabilities (SEND). Inclusive concepts such as fairness, equality and social justice underpinned their rationales. LSA justification was more pragmatic and often related to how the role would help them to achieve a further career ambition, or because it was compatible with personal circumstances. Younger participants thought that they could strengthen their teacher training applications by using the role of LSA to gain more experience working in schools generally, and with pupils with SEND in particular. The role of both SENCO and LSA has been found to be extremely diverse in England, depending largely on the needs and resources of the schools in which these two groups find themselves. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01