An Examination of the Professional Learning Needs of SENCOs as Strategic Leaders in Primary Schools in Ireland
Abstract
:1. Introduction
Special Education in Ireland: Implications for SENCOs’ Professional Learning and Development
2. Theoretical Framework
2.1. Ecological Systems Theory
2.2. Community of Practice
3. Materials and Methods
3.1. Design
3.2. Sampling
3.3. Participants
3.4. Ethics
3.5. Data Collection
3.6. Data Analysis
- Theme one: Knowledgeable SENCOs lack the opportunity for formalised SENCO-specific professional learning (48 units of meaning).
- Theme two: SENCOs learn from engagement in communities of practice (55 units of meaning).
- Theme three: There is a need for a formalised SENCO-specific professional learning programme (49 units of meaning).
3.7. Quality
3.8. Limitations
4. Results
4.1. Phase One Results
4.2. Phase Two Results
4.2.1. Theme One: Knowledgeable SENCOs Lack the Opportunity for Formalised SENCO-Specific Professional Learning
I mean at any given time somebody can just pop their head in the door to say, can I just ask you? Or I have a question, or would you mind if I had a look at, that’s just constant all the time.
I think that the Department of Education needs to look at the role and identify, prioritise what the role actually is and make that specific and implement training on it.
4.2.2. Theme Two: SENCOs Learn from Engagement in Communities of Practice
I think sometimes we get the best form of learning from our colleagues, the person next door, the person who pops in for a quick piece of advice and I think the biggest challenge is offering opportunities where people can collaborate and can have those professional conversations.
There is always people to ask for help, which is great, especially with the SENCO community of practice, it’s brilliant to have other people in the same role that you can bounce ideas off or ask questions. I find that group invaluable.
Schools are so different, liaising with other SETs is really important, it is good to know how others are doing it. If you have a problem, others may have a solution or maybe they have a suggestion.
The outside speakers are brilliant, but it’s even chatting to each other and bouncing ideas off each other or asking for advice from each other because we’re all in the same boat. We all have the same kind of role, the same challenges. It’s great for ideas and for reflection for yourself.
In our group it’s what we want. It is run by teachers…it’s not imposed on us. It’s a nice way to work. It’s coming from the group, it’s intrinsic, so I think that that’s very, very good.
4.2.3. Theme Three: There Is a Need for a Formalised SENCO-Specific Professional Learning Programme
I think the role is very specific and it is ever changing…The SENCO has a big leadership role, they are convincing other people, they are leading in the area of SEN and they are working on best practice. I think that would be very important.
You are getting the best of the best in them (third-level institutions), the newest initiatives that are on stream. You are getting best practice. You are getting things that are evidence based, so I think that is so important to know. It’s coming from the experts, these people that are reading the research, and then it’s the only way to disseminate it into schools by doing a course on this.
There is definitely a need for some type of course for SENCO duties, definitely. It has to be specific for SENCOs and be aligned with the Irish curriculum and all the inclusiveness that is out there. Also look at the whole logistics of carrying out the role, you need a huge skill set. And also in the area of ICT as well of streaming timetables and coordinating hours.
5. Discussion
6. Conclusions
Supplementary Materials
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Programme Components | Mean | SD |
---|---|---|
Teaching strategies for students with SEN | 1.26 | 0.49 |
Developing alternative curriculum for students with SEN, e.g., evidence-based strategies | 1.29 | 0.53 |
Identifying pupils whose needs require support at level 2 or 3 on the continuum of support | 1.31 | 0.53 |
Co-ordinating SEN teams and school supports, e.g., SNAs | 1.36 | 0.60 |
Inclusion of pupils with SEN into mainstream classes | 1.36 | 0.61 |
Monitoring of pupil progress | 1.36 | 0.54 |
Learning difficulties: types, characteristics and assessment | 1.36 | 0.60 |
Effective allocation and timetabling of SEN provision | 1.37 | 0.61 |
Developing skills in collaborating with others, e.g., teachers and the senior leadership team | 1.38 | 0.59 |
Working with parents of children with SEN | 1.39 | 0.58 |
Psychological assessments: types, characteristics and assessment | 1.41 | 0.63 |
School policy and planning in SEN | 1.42 | 0.61 |
Working with external agencies/ support services for SEN, e.g., OT | 1.42 | 0.60 |
Inclusive policies | 1.47 | 0.65 |
Mentoring and coaching of SEN staff | 1.48 | 0.66 |
Co-teaching: types and effective implementation | 1.51 | 0.71 |
Standardised tests, diagnostic tests, and cognitive assessments (paper-based and online) | 1.54 | 0.70 |
Administration, record-keeping, and digital literacy skills | 1.58 | 0.72 |
Contemporary issues in inclusive and special education | 1.61 | 0.73 |
Supporting pupils’ transitions to and from primary school | 1.63 | 0.72 |
Leadership and management in education | 1.64 | 0.83 |
The law and special education needs | 1.68 | 0.80 |
Information, communication and assistive technology | 1.72 | 0.75 |
Establishing and coordinating special classes | 1.80 | 0.96 |
Identifying relevant CPD and providing CPD to staff | 1.83 | 0.79 |
Theoretical concepts relating to inclusive and special education | 1.86 | 0.82 |
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Gallagher, S.; Fitzgerald, J. An Examination of the Professional Learning Needs of SENCOs as Strategic Leaders in Primary Schools in Ireland. Educ. Sci. 2025, 15, 564. https://doi.org/10.3390/educsci15050564
Gallagher S, Fitzgerald J. An Examination of the Professional Learning Needs of SENCOs as Strategic Leaders in Primary Schools in Ireland. Education Sciences. 2025; 15(5):564. https://doi.org/10.3390/educsci15050564
Chicago/Turabian StyleGallagher, Sarah, and Johanna Fitzgerald. 2025. "An Examination of the Professional Learning Needs of SENCOs as Strategic Leaders in Primary Schools in Ireland" Education Sciences 15, no. 5: 564. https://doi.org/10.3390/educsci15050564
APA StyleGallagher, S., & Fitzgerald, J. (2025). An Examination of the Professional Learning Needs of SENCOs as Strategic Leaders in Primary Schools in Ireland. Education Sciences, 15(5), 564. https://doi.org/10.3390/educsci15050564