Ball

Cohen

Deleuze

Department for Education

Department for Education and Skills

Department for Education/Department of Health (DfE/DoH)

Done

Garner

Gunter

Kearns

Koshy

Mckenzie

Norwich

Pearson

Rosen-Webb

Support for Learning

This article follows an earlier publication highlighting the changing role of special educational needs co‐ordinators (SENCos) in England. SENCos are now required to manage change strategically and deliver inclusive school cultures. School‐based action research undertaken by a teacher studying for the postgraduate National Award for SEN Co‐ordination (NASENCO) is featured in the article; a strategic review of resource allocation increased the availability and quality of interventions for students with special educational needs and disabilities (SEND). The commentary which frames the study acknowledges that many SENCos are not yet members of a senior school management team (SMT) despite their mandated strategic whole‐school remit. Featuring the process through which one SENCo has strived to enhance SEND provision and develop context‐specific key performance indicators brings official guidance on the SENCo's role in strategic change management into sharp focus, raising questions that should concern both SMTs and non‐SMT SENCos.</jats:p

Done, L

Murphy, M

Watt, M

Plymouth Electronic Archive and Research Library

Change management and the SENCo role: developing key performance indicators in the strategic development of inclusivity

Liz Done

Mike Murphy

Mia Watt

Crossref

https://pearl.plymouth.ac.uk/bitstream/10026.1/12256/5/SfL%20Main%20document%2028.7.16.pdf

Change management and the SENCo role: developing key performance indicators in the strategic development of inclusivity

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