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Keywords = SENCos

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21 pages, 1314 KiB  
Article
An Examination of the Professional Learning Needs of SENCOs as Strategic Leaders in Primary Schools in Ireland
by Sarah Gallagher and Johanna Fitzgerald
Educ. Sci. 2025, 15(5), 564; https://doi.org/10.3390/educsci15050564 - 1 May 2025
Cited by 1 | Viewed by 637
Abstract
This study aims to explore the professional learning and development needs of Special Educational Needs Coordinators (SENCOs) as strategic leaders in primary schools in Ireland. With the SENCO role lacking formal recognition in Irish policy, this research is important to identify the support [...] Read more.
This study aims to explore the professional learning and development needs of Special Educational Needs Coordinators (SENCOs) as strategic leaders in primary schools in Ireland. With the SENCO role lacking formal recognition in Irish policy, this research is important to identify the support structures necessary to enhance their effectiveness in leading inclusive education. Employing a mixed-methods sequential explanatory design, theoretically framed by Bronfenbrenner’s Ecological Systems Theory and Wenger’s Community of Practice model, the study first surveyed 371 SENCOs to assess their professional learning experiences and needs. This was followed by semi-structured interviews with nine school leaders, including SENCOs, SENCO principals, and principals, to gather in-depth insights into the role’s dynamics. The Department of Education’s school database was used to contact participants. Data analysis utilised descriptive statistics for the survey and reflexive thematic analysis for the interview data. Key findings indicate a significant demand for formal SENCO-specific professional learning programmes, with a focus on leadership, evidence-informed practices, and community engagement. The study concludes that professional learning for SENCOs should be structured around transformative social learning models and should include postgraduate courses and communities of practice. The research calls for policy development to formally recognise the SENCO role, and provide a coherent framework for their professional learning and development to ensure inclusive educational practices are effectively led and implemented in Irish schools. Full article
(This article belongs to the Section Special and Inclusive Education)
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24 pages, 556 KiB  
Article
Early Years Staff Experiences in a “Culture of Learning” Regarding Inclusion in a Nursery Class in a British School: An Interpretative Phenomenological Analysis
by Anabel Corral-Granados, Ana María Martínez-Martínez, Carlos Sánchez-Muñoz and Noelia Navarro-Gómez
Educ. Sci. 2023, 13(5), 515; https://doi.org/10.3390/educsci13050515 - 19 May 2023
Cited by 1 | Viewed by 4048
Abstract
Less than 20% of the early childhood education and care (ECEC) staff members working in British early childhood centres agree that the inclusion of all children is an essential part of their working agenda, as they feel unqualified to take care of children [...] Read more.
Less than 20% of the early childhood education and care (ECEC) staff members working in British early childhood centres agree that the inclusion of all children is an essential part of their working agenda, as they feel unqualified to take care of children with complex SEN or disabilities. This study makes a novel contribution by drawing on data compiled from a one-year ethnographic study which addressed the in-service learning experiences of seven teaching staff members that work inclusively. The participants included 2 classroom teachers, 1 SENCo (Special Educational Needs Coordinator), and 4 teaching assistants from a preschool class that teaches 92 children between the ages of 3 and 4, located in a primary school in England. We explore what professional learning means for the participants’ role, which professional learning opportunities are meaningful to them, and under which circumstances had been offered. This study not only does consider their opportunities for professional development on the job but also outside of work. The data were collected through semi-structured interviews, artifact analysis, and ongoing participant observation over one academic year. Data were analysed using interpretative phenomenological analysis (IPA). The results demonstrate that this case study offers a unique perspective of a microsystem that could be at risk due to a lack of awareness by leaders and administration. The study is divided into four themes that directly impact inclusive professional service-development practices: (1) challenges posed to continuous professional development by differing professional roles, (2) motives for in-service training: combining career, school, and authorities’ interests, (3) promotion of meaningful professional development experiences by school, and (4) self-determined classroom motivated by respect and recognition. Full article
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23 pages, 1607 KiB  
Article
‘Getting into the Nucleus of the School’: Experiences of Collaboration between Special Educational Needs Coordinators, Senior Leadership Teams and Educational Psychologists in Irish Post-Primary Schools
by Maria Holland and Johanna Fitzgerald
Educ. Sci. 2023, 13(3), 286; https://doi.org/10.3390/educsci13030286 - 7 Mar 2023
Cited by 6 | Viewed by 4906
Abstract
This research study explored barriers and facilitators to collaboration between National Educational Psychological Service (NEPS) psychologists, Special Educational Needs Co-ordinators (SENCOs), and Senior Leadership Teams (SLT) in Irish post-primary schools (students aged between 12 and 18 years). NEPS’ role in facilitating collaboration is [...] Read more.
This research study explored barriers and facilitators to collaboration between National Educational Psychological Service (NEPS) psychologists, Special Educational Needs Co-ordinators (SENCOs), and Senior Leadership Teams (SLT) in Irish post-primary schools (students aged between 12 and 18 years). NEPS’ role in facilitating collaboration is uncertain, exacerbated by the absence of policy outlining the SENCO role and tensions between special and inclusive education. It is unclear what the experiences of collaboration between NEPS psychologists and post-primary schools might be within this nebulous policy context. A sequential explanatory mixed-methods design was used, framed by Dynamic Systems Theory. Participants were NEPS psychologists, SENCOs, and SLT. Phase 1 involved an online survey (n = 278), which identified barriers and facilitators to collaboration and informed Phase 2. This paper presents Phase 2, comprising semi-structured interviews (n = 9). Interviews were analysed using multi-perspectival interpretative phenomenological analysis, facilitating experiential exploration of collaboration between NEPS, SLT, and SENCOs. Participants described the experience of transitioning from working in silos to collaborative hubs. Systemic and interpersonal factors facilitated deliberate construction of evolving, dynamic, collaborative spaces between post-primary schools and NEPS. Policy gaps arise regarding consultation, collaboration, special education, and inclusion. This research begins to clarify the varied ways in which practice occurs in these gaps and indicates ways in which NEPS psychologists can collaborate with SENCOs and SLT to create active, effective hubs of knowledge to support students. Full article
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21 pages, 2307 KiB  
Article
Leading Inclusive Learning, Teaching and Assessment in Post-Primary Schools in Ireland: Does Provision Mapping Support an Integrated, School-Wide and Systematic Approach to Inclusive Special Education?
by Johanna Fitzgerald, Joe Lynch, Angela Martin and Bernadette Cullen
Educ. Sci. 2021, 11(4), 168; https://doi.org/10.3390/educsci11040168 - 5 Apr 2021
Cited by 9 | Viewed by 13089
Abstract
A parallel system of inclusive and special education persists in Ireland despite attempts to move towards integrated provision for students with Special Educational Needs and Disabilities (SEND) along a flexible continuum of support. Even in mainstream schools, duality exists and discrete delivery of [...] Read more.
A parallel system of inclusive and special education persists in Ireland despite attempts to move towards integrated provision for students with Special Educational Needs and Disabilities (SEND) along a flexible continuum of support. Even in mainstream schools, duality exists and discrete delivery of special education continues to create ‘siloed’ approaches to education for some students. This paper outlines a research and knowledge exchange initiative involving a higher education institution and a management body for post-primary schools in Ireland attempting to develop integrated, school-wide, systematic and collaborative approaches to inclusive and special education. Theoretically underpinned by Hornby’s model of Inclusive Special Education (2015) and a conceptualisation of the SENCO role in the Irish context, a pilot process was implemented to support the development of an integrated response to a continuum of need. A year after initial implementation a review was undertaken. Focus group and individual interviews with SENCOs, Curriculum Leaders and Principals in six schools indicate that the initiative, while still in its infancy, raised awareness about inclusive special education amongst staff and provided data-informed approaches to education. The centrality of leadership in promoting school-wide approaches to inclusive special education also emerged. Finally, the importance of situated community of practice approaches to professional learning were identified as critical to leading change in schools. Full article
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