Exclusion and the strategic leadership role of Special Educational Needs Coordinators (SENCos) in England: planning for COVID-19 and future crises
dc.contributor.author | Done, Elizabeth | |
dc.contributor.author | Knowler, H | |
dc.date.accessioned | 2021-10-08T12:27:51Z | |
dc.date.issued | 2021-11-16 | |
dc.identifier.issn | 0952-3383 | |
dc.identifier.issn | 1467-8578 | |
dc.identifier.uri | http://hdl.handle.net/10026.1/18013 | |
dc.description.abstract |
A small-scale study investigated the role of SENCos in England immediately prior to, during and following the first closure of schools nationally in March 2020 due to the Covid-19 pandemic. A mixed-methods research strategy comprising semi-structured interviews and a national online survey generated data related to SENCos' involvement in strategic planning for crisis conditions, focusing specifically on students with special educational needs and disabilities (SEND) and concerns about exclusionary practices. Findings suggest that pandemic conditions have exacerbated familiar issues related to the SENCo role and SEND provision in English schools, such as engagement in reactive firefighting, onerous workloads, uneven SENCo involvement in strategic planning, and schools' failure to prioritise students with SEND. Minimal evidence of ‘advocacy leadership’ or of SENCos challenging exclusionary practices was found. As in earlier research, evidence was also found for disparities between anecdotal and published data relating to illegal exclusion. | |
dc.format.extent | 438-454 | |
dc.language.iso | en | |
dc.publisher | Wiley | |
dc.title | Exclusion and the strategic leadership role of Special Educational Needs Coordinators (SENCos) in England: planning for COVID-19 and future crises | |
dc.type | journal-article | |
dc.type | Journal Article | |
plymouth.issue | 4 | |
plymouth.volume | 48 | |
plymouth.publication-status | Published | |
plymouth.journal | British Journal of Special Education | |
dc.identifier.doi | 10.1111/1467-8578.12388 | |
plymouth.organisational-group | /Plymouth | |
plymouth.organisational-group | /Plymouth/Faculty of Arts, Humanities and Business | |
plymouth.organisational-group | /Plymouth/Faculty of Arts, Humanities and Business/Plymouth Institute of Education | |
plymouth.organisational-group | /Plymouth/REF 2021 Researchers by UoA | |
plymouth.organisational-group | /Plymouth/REF 2021 Researchers by UoA/UoA23 Education | |
plymouth.organisational-group | /Plymouth/Users by role | |
plymouth.organisational-group | /Plymouth/Users by role/Academics | |
dcterms.dateAccepted | 2021-10-08 | |
dc.rights.embargodate | 2023-11-16 | |
dc.identifier.eissn | 1467-8578 | |
dc.rights.embargoperiod | Not known | |
rioxxterms.versionofrecord | 10.1111/1467-8578.12388 | |
rioxxterms.licenseref.uri | http://www.rioxx.net/licenses/all-rights-reserved | |
rioxxterms.licenseref.startdate | 2021-11-16 | |
rioxxterms.type | Journal Article/Review |