Abstract
Introduction
Special education, equality of educational
opportunity and inclusion are contemporary concerns of educational systems in
many countries. This symposium derives from work in England and Wales. Its
contributors are members of the National Association for Special Education
(NASEN).
Special Educational Needs Co-ordinators (hereafter SENCOs) have important responsibilities within schools in ensuring that children's special educational needs (hereafter SENs)are identified, suitable educational programmes arranged and their effectiveness monitored (Cowne, 1998).
The development and dissemination of expertise in relation to the education of pupils with SENs can be addressed at many levels, for example at the national, area and school levels. This statement is valid, irrespective of country or educational system. Research and development in relation to policy and practice at one level has reciprocal implications for others.
In the context of national requirements and guidance concerning provision for special educational needs, the presentations in this symposium address a national project (Paper 1), the concerns of a unitary Local Education Authority (LEA) (Paper 2), and those within an individual school that audited and modified its own policies, priorities, provision and practices (Paper 3).
Whilst the papers presented derive largely from English and Welsh educational contexts, each raises important educational issues relevant to colleagues elsewhere. The concerns addressed and the approaches used in the research and development work presented are ones which colleagues from within the UK and those from other countries are likely to find of interest and utility.
At their different levels and in their various ways, each of the three papers contribute towards teachers' continuing professional development and thus more effectively "Including the excluded".
Reference
Cowne, E. (1998) The SENCO Handbook. Working within
a Whole-School Approach. London: Fulton (2nd. Edition).
Sharing Questions And Solutions - The Special Educational Needs
Co-Ordinators (Senco) Electronic Communications Forum
Presenter. Klaus
Wedell (On behalf of the BECTA Special Needs Team)
The SENCO Forum was started in 1995 by what is now the British Educational Communications and Technology Agency (BECTA).
The Forum is aimed at enabling Special Educational Needs Coordinators (SENCOs), particularly those in mainstream schools, to communicate through an electronic mailing list to share their questions and solutions, so that each one does not have to 'reinvent the wheel'.
SENCOs are often the only member of staff with responsibility particularly for implementing the Code of Practice on the Identification and Assessment of Special Educational Needs (Department for Education, 1994), and for meeting pupils' special educational needs, and so they value this mutual help.
The SENCO Forum has created a 'virtual community', which currently consists of around 900 SENCOs, support teachers, educational psychologists, staff of voluntary bodies, researchers and academics.
The paper will draw on findings from the Department for Education and Employment (DFEE) funded evaluation studies carried out during the first three years, and on analyses of the message interchanges between Forum members. These studies show how participants supported each other through their communication, why they found the Forum helpful, and also indicated the practicalities of using electronic communication in their busy jobs.
Reference
Department for Education (DfE)(1994) Code of
Practice on the Identification and Assessment of Special Educational Needs.
London: Central Office of Information.
The Role of the Special Needs Co-ordinator in the Primary School:
Findings from one Local Education Authority
N. Jones
Aims
The overall aim of the research was to evaluate the role
of the Special Educational Needs Co-Ordinator (SENCO) in the Primary School in
relation to the requirements of the Department for Education's Code of Practice
on the Identification and Assessment of Special Educational Needs (DfE, 1994).
The study investigated the developments that have taken place throughout the
Primary sector and how schools within an LEA were responding to the guidance
and framework provided by the Code.
In particular the research addressed the following key issues.
Method
A questionnaire was sent to schools throughout the
primary sector of one unitary authority in South Wales. 31 questionnaires were
returned and the responses analysed.
Results
The results indicated that SENCOs welcomed the
principle of the Code of Practice. It, and the guidance provided, helped
provide a clearer definition of their role. It also helped to formalise some
school assessment procedures and systems.
However, SENCOs expressed concern about the lack of time to fulfil their duties. They also felt the need for more training to develop the necessary professional expertise to carry out the duties, particularly in relation to staff development. It was unknown to what extent class teachers were confident in their ability to deliver an appropriate differentiated curriculum for pupils with Special Educational Needs.
There were indications of a lack of relationship between SEN governors and SENCOs, raising the issue of the effectiveness of targeted resources. Likewise, there was little evidence of monitoring procedures in relation to SEN being in place.
Procedures for early identification and intervention were varied. This was also the case for the development of systems for Individual Educational Programmes and Pupils Self-Assessment with little evidence of dissemination of good practice amongst schools.
Conclusion
Whilst much of the emphasis has been on the duties
of the SENCO in the provision to meet SEN within schools, a major challenge to
future development now lies with the class teacher. To this end, the provision
of training for the class teacher is paramount and raises key issues of
pre-service training, induction training and in-service training for
experienced teachers. This shifts the emphasis of the role of the SENCO towards
that of monitor and evaluator of the practices within schools. This requires
LEAs to develop their capacities to provide leadership that will enable SENCOs
to deliver these skills to schools.
Ultimately the government remains the enabling structure ensuring that schools have the necessary resources to fulfil their responsibilities. The government needs to address this issue and ensure that local education authorities develop clear and explicit systems of accountability which operate at an authority level as well as through governing bodies as local school-based levels. The signals from the centre are promising (DfEE, 1998).
References
Department for Education (DfE)(1994) Code of
Practice on the Identification and Assessment of Special Educational Needs.
London: Central Office of Information.
Department for Education and
Employment (DfEE)(1998) Meeting Special Educational Needs. A programme of
action. Sudbury: DfEE Publications Centre.
Implementing The Code of Practice in A Primary School: A
Research-Based Case Study
Anne Ostmeier Managing the education of
children with Special Educational Needs (SEN) in a mainstream primary school is
a complex process presenting many challenges. When poorly managed, resulting
difficulties can contribute towards negative attitudes towards inclusion and,
even where staff attitudes are positive, poor management can lead to
well-meaning but ineffective education for these children.
Aims
Within the context of national requirements concerning
provision for children with special educational needs, the central aims were:
1. to assess how adequately the Department for Education's (DfE) Code of Practice on the Identification and Assessment of Special Education Needs was serving as an effective management tool in my own school; and
2. to identify opportunities to modify or develop aspects of the Code to improve the management process.
Method
The initial case-study began with an audit of current
practices followed by an analysis of the strengths and weaknesses. It concluded
with the setting up of an action plan agreed by all staff.
Results
Implementation and review of this plan has led to a
number of initiatives, including the modification of the role of the Special
Educational Needs Coordinator, the development of an In-Service Education
Training (INSET) programme for SEN Classroom Support Assistants and the
reorganisation of a resource area for SEN. Our work has anticipated some of the
ideas recently emanating from government (DfEE, 1998).
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