Transforming the Role of the SENCO

Part One: Concepts and contexts of SEN A national perspective on the training of SENCOs The challenge of supporting the supporters in the inclusive school What implications do changing practices and concepts have for the role of SEN coordinator? Leading Learning: the role of the SENCO The concept of inclusive pedagogy Part Two: The Professional Context Reasons for underachievement and Every Child Matters Managing behaviour, managing the standards Assessment for learning in inclusive schools Part Three: Strategic Development Developing a joined-up approach to strategic whole school processes Managing financial and physical resources Challenging disabling attitudes and stereotypes Part Four: Coordinating Provision Assessment for effective practice A critique of data gathering Increasing participation, decreasing bureaucracy Part Five: Leading, developing and supporting colleagues SENCOs: A partnership role in initial teacher education? The importance of interpersonal skills Building consensus: negotiating, listening, influencing and sustaining communication: Learning from Danny The Governing Body: an (untapped) resource Part Six: Working in partnership Working in partnership with parents Multi-agency collaboration Hearing the voice of the child: ensuring authenticity

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• Ensino de grupos específicos e pessoas com necessidades educativas especiais