Global ETD Search
Search theses and dissertations gathered from participating repositories worldwide. Every result links back to the library that holds it. No account is needed.
Results
Showing 1 to 13 of 13 for “"SENCO"”.
-
The influence of the SENCo role on SENCo teacher identity in the New Zealand context
… role of special educational needs coordinator (SENCo) into mainstream schools. Being a SENCo means a (re)construction of one’s teacher identity as a SENCo. However, SENCos may face potential challenges in shaping their professional identity as the interpretation and enactment of the role is …
-
Special Education Needs Coordinators (SENCOs) in New Zealand secondary schools: Roles, responsibilities, and agency
Special Education Needs Coordinators (SENCOs) in New Zealand secondary schools are responsible for supporting students with identified additional educational needs, amounting to as many as 700 students (up to 30%) in some larger schools. Despite the scale and importance of the role, there is …
-
The Contextual Variety existing between English primary school Special Educational Needs Coordinators (SENCOs) within the East-Midlands Region
Special Educational Needs Coordinators (SENCOs) should have the key role in managing and leading the day-to-day provision for pupils with special educational needs and disabilities (SEND) in their schools. This study was designed to explore how this role was practised by SENCOs from a selection of …
-
"Working together...it doesn't go far enough actually for what the relationship becomes" - An IPA study exploring the experiences of primary school SENCOs working with parents/carers through the EHCP process
… of Special Educational Needs Co-ordinators (SENCOs) in the new process has not yet been greatly explored. Therefore my research has aimed to explore the experiences of primary school SENCOs working with parents/carers through the new Education, Health, and Care Plan (EHCP) process. The …
-
An investigation into the evolving professional identities of Special Educational Needs Coordinators (SENCOs) in relation to their impact on teachers’ skills
… that Special Educational Needs Coordinators (SENCOs) have on the practices of their teacher colleagues. Since SENCOs are central to supporting children’s inclusion and achievement, the research centres around three research questions: whether SENCOs are able to motivate teachers to take the …
-
Including pupils with special educational needs in mainstream secondary physical education: the perspectives of special educational needs coordinators and learning support assistants in North-West England
… of Practice (DfE, 1994) established the role of SENCO to assist the inclusion of pupils with SEN in mainstream schools. Nearly a decade later, SEN generally and the work of LSAs in particular, gained more political and academic attention after the government of Britain announced that schools of …
-
Identifying a weakness in the UK education system of supporting children with complex social, emotional and behavioural difficulties/ADHD - is government policy preventing effective inclusion for some pupils?
… that develops the expertise and the role of the SENCO and thus streamlines identification of individual need and enhances educational support for ADHD sufferers. This research thesis used a case study approach with an interpretive dimension to enable the researcher to enter the working world of …
-
A psychosocial approach exploring the experiences of primary school Special Educational Needs Co-ordinators (SENCOs)
… that Special Educational Needs Co-ordinators (SENCOs) work within. This exploratory research extends the current literature by taking a psychosocial approach to understand primary school SENCOs experience of their role. A psychoanalytically informed method, Free Association Narrative …
-
Researching with children experience social and emotional and mental health needs: their views on LEGO® based play intervention
… an element of SEMH as identified by the school SENCO. Thematic analysis (Boyatzis, 1998. Braun and Clarke, 2021) identified a number of themes that were eventually fixed as play, social skills, emotions and emotional literacy, place and time and relationships. Findings revealed from analysis …
-
SENCOs’ Understanding of Dyslexia: Implications for the Identification of, and Support for Children with Dyslexia in Northern Ireland Primary Schools
… the knowledge, experience and perceptions of SENCOs, and how these reflected existing policy frameworks for addressing the needs of children with dyslexia.<br/><br/>The main element of the dissertation is a comprehensive review of the literature relating to dyslexia, with particular focus on …
-
Stories of restorative justice and school exclusion: an autoethnography of relational understanding
… and Special Educational Needs Co-ordinator (SENCo) in schools for 4-11-year-olds in England, UK. This involved my own continuous involvement with the national and international RJ movement across the three decades. The research sought to gain a greater understanding around the core concepts …
-
Stakeholder perspectives towards online safeguarding of children with special educational needs (SEN).
… including teachers, parents, headteachers, SENCO, mental health practitioners, social care, external education consultants, enhanced SEN inspector and the police. Analysis revealed that a holistic multi-stakeholder and multi-agency approach is required. As a result, the outcomes of this …
-
“It’s Little, Very Human Touches That Make it a Collaborative and Two-Way Conversation”: Narratives of Relational Practice and Communication in Father Inclusion
… and how Special Educational Needs Coordinators (SENCOs) perceive and support father-inclusive practice. The research aimed to understand how father-inclusion is defined and experienced, identify supports and barriers, and develop strategies for supporting inclusive practices that empower fathers …