Exclusion and the Strategic Leadership Role of SENCos in England: Planning for COVID-19 and Future Crises

Autor/inn/en	Done, Elizabeth J.; Knowler, Helen
Titel	Exclusion and the Strategic Leadership Role of SENCos in England: Planning for COVID-19 and Future Crises
Quelle	In: British Journal of Special Education, 48 (2021) 4, S.438-454 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Done, Elizabeth J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
DOI	10.1111/1467-8578.12388
Schlagwörter	Inclusion; Leadership Role; Coordinators; Special Education; Students with Disabilities; Strategic Planning; Crisis Management; School Closing; COVID-19; Pandemics; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Inklusion; Koordinator; Special needs education; Sonderpädagogik; Sonderschulwesen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Strategy; Planning; Strategie; Planung; Krisenmanagement; School closings; Schule; Schließung; Schließung (von Schulen); Ausland
Abstract	A small-scale study investigated the role of SENCos in England immediately prior to, during and following the first closure of schools nationally in March 2020 due to the COVID-19 pandemic. A mixed-methods research strategy comprising semi-structured interviews and a national online survey generated data related to SENCos' involvement in strategic planning for crisis conditions, focusing specifically on students with special educational needs and disabilities (SEND) and concerns about exclusionary practices. Findings suggest that pandemic conditions have exacerbated familiar issues related to the SENCo role and SEND provision in English schools, such as engagement in reactive firefighting, onerous workloads, uneven SENCo involvement in strategic planning, and schools' failure to prioritise students with SEND. Minimal evidence of 'advocacy leadership' or of SENCos challenging exclusionary practices was found. As in earlier research, evidence was also found for disparities between anecdotal and published data relating to illegal exclusion. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01