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JMB Education Conference September 2016
Special Educational NeedsUnderstanding Policy- Updating Practice- Unlocking
Potential
¹Mary Immaculate College, Limerick
² Ard Scoil Rís, Limerick
By the end of this workshop you will be able to:
Evaluate the impact of future policy reform on school provision
for learners with special educational needs.
Discuss how policy has been applied to practice- Limerick
SENCO Forum
Identify implications for future practice in your own region.
Consider how collaborative systems can be implemented in
your own region.
Formation of Limerick Principal’s and Deputy Principal’s
Association (LPDPA) and the Common Application
System (CAS)
Genesis of Limerick SENCO Forum
Various definitions and interpretations but generally:
A SENCO is a teacher who has responsibility for the day- to- day
operation of the school’s special educational needs policy
Is the role operational?
Is the role strategic?
Does the SENCO lead the SEN agenda in schools?
5
Advocate
Overall responsibility for coordinating provision
Leading role in IEP planning, implementation and review
Assist in programme planning
Advise teachers
Liaise with others- internally and externally
Research new programmes and options
RACE applications & arrangements
6
Liaise with support staff and external agencies
Consult and collaborate with coordinators of programmes such as
JCSP, LCA and provide advice to teaching colleagues
Facilitate assessment- psychological/ formal diagnostic
Manage a “tracking system”, maintain records
Liaise in the management, procurement and maintenance of
specialised resources
Assist staff in identifying and availing of CPD7
Changing nature of the role (Cole, 2007; Drudy & O’Gorman, 2011;
Fitzgerald, 2015; Oldham & Radford 2011)
Workload is complex and heavy (Cole, 2005; Drudy & O’Gorman,
2011; Fitzgerald, 2015; Layton, 2005; Kearns, 2007; Rosen-Webb, 2011)
Gradual expansion of the role (O’Gorman & Drudy 2011; Fitzgerald,
2015)
Concerns re. efficacy of the role- ‘overburdened to the
extent of being ineffective” (Rosen-Webb 2011; Tissot 2013)
8
Need to assert leadership role of SENCO (Cole, 2007; Drudy &
O’Gorman, 2011; Fitzgerald, 2015; Oldham & Radford 2011)
Alignment to MMT/ SMT structures (Cole, 2007; Drudy & O’Gorman,
2011; Fitzgerald, 2015; Layton, 2005; Kearns, 2007; Rosen-Webb, 2011)
Importance of Principal in elevating status of special
education in school (Fitzgerald, 2015; Oldham and Radford, 2011).
Importance of flexibility in defining role (Cole 2007; Drudy &
O’Gorman 2011; Fitzgerald, 2015)
9
Aims to address current
inequalities in the system.
School educational profile
will determine resource
allocation.
Enablement of flexibility
within schools.
Implications??
10
1. A systems led approach is needed to facilitate a school wide
approach to delivery of special education provision.
2. Principal should drive this in collaboration with SENCO.
3. Professional learning networks need to be created to promote a
system wide and sustainable response to inclusive practice.
4. The SENCO role should be formally recognised at policy level
and included in the management structure within schools.
Some examples:
How is information about students with SEN shared amongst the
SEN team (if there is a team)?
How is information about students with SEN shared with
mainstream staff?
How is student progress monitored, evaluated and reviewed?
How are students with SEN identified- known and documented
needs or emerging?
How is transition from primary to post- primary managed?
Where are SEN files stored and who has access- use of IT?
How are parents involved?
How do you liaise with external agencies?
Effectiveness of professional learning networks, communities of
practice and learning organisations (Lave and Wenger, 1991; Senge,
1990; Ainscow and Sandill, 2011) as a response to understanding
dynamics of change in schools (Fullan et al., 2005; Hallett and Hallett,
2010) is well documented.
School improvement is linked to a school’s collective capacity to
respond to change (Senge, 1990).
Provide opportunity for SENCOs to collaborate/ share
expertise/ support each other in a structured way.
Provide CPD specific to the role and driven by the
Forum.
Engage Limerick Principals and Deputy Principals
Association (LPDPA) in the process.
Three face –to-face meetings annually (one per term)
Usually 9.30- 12pm with 30 minute coffee break in between.
Academic year 2015-2016 meetings held in MIC. Going ‘on tour’
2016-2017.
Attendance is flexible.
Communication via email.
Roles rotate: Chairperson; Secretary; Time-keeper; Overall
administrator
There is no leader- equal and active participation by all.
Each meeting is evaluated by members and ideas for CPD sought.
No budget but LPDPA responsive to requests.
Limerick
SENCO
Forum:
Agenda
Limerick
SENCO
Forum:
Evaluation
Limerick
SENCO
Forum:
Evaluation
Limerick
SENCO
Forum:
Minutes
Limerick
SENCO
Forum:
Minutes
Proposed new model of resource allocation- will
necessitate a school-wide response. What does this
mean for you?
What systems are in place in your school and between
schools?
Time for SENCOs to coordinate SEN provision. How
much? Where does this time come from?
How can you support your SENCO and vice versa?
Is a SENCO Forum feasible in your region? What needs
to happen for it to be established?
Any other questions?
Contact:
Tom Prendergast:
23
Ainscow, M. and Sandill, A. (2010). ‘Developing inclusive education systems: the role of
organisational cultures and leadership’. International Journal of Inclusive Education, 14(4), 401-416.
Cole, B.A. (2005). ‘Mission Impossible? Special educational needs, inclusion and the re-
conceptualization of the role of the SENCO in England and Wales’. European Journal of Special
Needs Education, 20(3), 287-307.
Fitzgerald, J. (2015). Victims of change or agents of change: An exploration of the SENCO role in
post-primary schools in Ireland. Unpublished EdD Institution Focused Study, Institute of Education,
University College London.
Hallett, F. and Hallett, G. (2010). ‘Leading learning: the role of the SENCO’, in F. Hallett and G.
Hallett (eds) (2010) Transforming the Role of the SENCO: achieving the award for SEN co-ordination.
Maidenhead: Open University Press.
Hargreaves, A. (2004). ‘Inclusive and exclusive educational change: emotional responses of
teachers and implications for leadership’ in School Leadership & Management, 24(3), 287-309.
Kearns, H. (2005) ‘Exploring the Experiential Learning of Special Educational Needs Co-
ordinators’. Journal of In-service Education, 31(1), pp. 131-151.
Layton, L. (2005) ‘Special Educational Needs Co-ordinators and Leadership: A Role Too far?’.
Support For Learning, 20(2), pp.53-60.
McKenzie, S. (2007) ‘A review of recent developments in the role of the SENCo in the UK’,
British Journal of Special Education, 34(4), pp.212- 218.
National Council for Special Education (2014). Delivery for Students with Special Educational
Needs: A better and more equitable way. Trim: NCSE.
O’Gorman, E. & Drudy, S. (2011). Professional Development for Teachers Working in the Area of
Special Education/ Inclusion in Mainstream Schools: The Views of Teachers and Other
Stakeholders. [Online] Submitted to the National Council for Special Education. Available at:
www.ncse.ie/research/researchreports.asp SERI(2006). Last accessed 21st May 2015.
Oldham, J. and Radford, J. (2011). ‘Secondary SENCo leadership: a universal or specialist
role?’. British Journal of Special Education, 38 (3), 126–134.
Pearson, S. (2010) The role of the Special Educational Needs Coordinator: ‘To be or not to be’
The Psychology of Education Review. 34 (2), pp. 30-38.
Rosen- Webb, S. (2011) ‘Nobody tells you how to be a SENCO’, British Journal of Special
Education, 38(4), pp.159- 168.
Senge, P.M. (1989). The fifth discipline: The art and practice of the learning organisation.
London: Century.
Swaffield, S.and Macbeath, J. (2009). ‘Leadership for Learning’ in J. Macbeath and N.
Dempster (eds.) Connecting leadership and learning: principles for practice. London:
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