The Role Pressures for Special Educational Needs Coordinators as Managers, Leaders and Advocates in The Covid-19 Pandemic: Implications for Inclusive Education

Main Article Content

Elizabeth J. Done

Abstract

This paper aims to provide a literature-based consideration of the role of the Special Needs Educational Coordinator (SENCo) in England during COVID-19 pandemic conditions of school lockdown and partial reopening for children classified as vulnerable. The review indicates that the pressures and tensions already experienced by SENCos (around time, workload, status, and their prescribed dichotomised managerial and strategic role) were intensified under pandemic conditions, risking inadequate or delayed provision for children and young people with special educational needs and disabilities. The review also considers research prompted by related concerns around the exclusion or marginalisation of this group of students, through legal and illegal practices, during and following national lockdown. It had been suggested that the risk of exclusion might increase at this time, thus highlighting the advocacy role of SENCos, and small-scale research did report a lack of involvement of SENCos in strategic crisis planning at school level. It is concluded that an advocacy role for students with special educational needs and disabilities who were at risk of becoming increasingly marginalised within school and wider communities during the COVID-19 pandemic should now be considered as central to the SENCos’ remit.   


 


Keywords: SENCos; advocacy; inclusion-related leadership; crisis planning.

Keywords: SENCos, advocacy, inclusion-related leadership, crisis planning

Article Details

How to Cite
DONE, Elizabeth J.. The Role Pressures for Special Educational Needs Coordinators as Managers, Leaders and Advocates in The Covid-19 Pandemic: Implications for Inclusive Education. Medical Research Archives, [S.l.], v. 10, n. 11, nov. 2022. ISSN 2375-1924. Available at: <https://esmed.org/MRA/mra/article/view/3395>. Date accessed: 21 nov. 2024. doi: https://doi.org/10.18103/mra.v10i11.3395.
Section
Articles

References

1. Done EJ, Knowler H. Exclusion and the strategic leadership role of SENCos in England. BERA Small Grants Fund Report: Education and Covid, 29 July 2021. https://www.bera.ac.uk/publication/exclusion-the-strategic-leadership-role-of-special-educational-needs-co-ordinators-in-england
2. Department for Education & Department of Health and Social Care. SEND Code of Practice 0-25 Years. 2015. Accessed September 13, 2020.
https://www.gov.uk/government/publications/send-code-of-practice-0-to-25
3. Hallett G, Hallett F (2020) Destabilising the role of the SENCo: Conceptual confusion or political cynicism? Presentation at the European Conference of Educational Research (online), 28th August, 2020.
4. Department for Education. SEND Review: Right Support, Right Place, Right Time. 2022. Accessed July 10, 2022. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1063898/SEND_review_right_support_right_place_right_time-print_ready.pdf
5. Done, E.J. & Knowler, H. Exclusion and the strategic leadership role of SENCos in England: planning for Covid-19 and future crises. Br J Spec Educ. 2021;48(4):438-454. https://doi.org/10.1111/1467-8578.12388
6. Done, E.J. & Knowler, H. Exclusion and the strategic leadership role of SENCos in England: planning for Covid-19 and future crises. Br J Spec Educ. 2021;48(4):438-454. https://doi.org/10.1111/1467-8578.12388
7. Kim LE, Asbury K. ‘Like a rug had been pulled from under you’: The impact of COVID-19 on teachers in England during the first six weeks of the UK lockdown. Br J Educ Psychol. 2020;90:1062-1083.
https://doi-org.plymouth.idm.oclc.org/10.1111/bjep.12381
8. Done EJ, Knowler H, Warnes E, Pickett-Jones B. Think piece on parents, off rolling and wavelength methodology: issues for SENCos. Support Learn. 2021;36(1):70-82. https://doi.org/10.1111/1467-9604.12339
9. Done EJ, Knowler H. Off-rolling and the art of visibility / invisibility: exploring senior leaders’ views of ‘strategic’ school exclusion in England. Br Educ Res J. Preprint published online 4 March, 2021. doi:10.1002/BERJ.3709
10. Done EJ. Researching ‘off rolling’ as a sensitive topic: ‘hard’ evidence and experiential accounts. Emot Behav Diffic. 2022. [in press]
11. Done EJ, Knowler H. Painful invisibilities: roll management or off-rolling and professional identity. Br Educ Res J. 2020;46(3):516-531. https://doi.org/10.1002/berj.3591
12. Ball SJ. The teacher’s soul and the terrors of performativity. J Educ Policy. 2003; 18(2):215–28.
https://doi.org/10.1080/0268093022000043065
13. Thompson P. School scandals: Blowing the whistle on the corruption of our education system. Policy Press; 2020.
14. Done EJ, Knowler H, Armstrong D. Grey exclusions matter: mapping illegal exclusionary practices and the implications for children with disabilities in England and Australia. J Res Spec Educ Needs. 2021;21:36–44.
doi: 10.1111/1471-3802.12539
15. Done EJ, Knowler H. A tension between rationalities: off-rolling as gaming and the implications for head teachers and the inclusion agenda. Educ Rev. Preprint published online 11 September, 2020. doi: 10.1080/00131911.2020.1806785
16. Clarke AL, Done EJ. Balancing pressures for SENCos as managers, leaders and advocates in the emerging context of the Covid-19 pandemic. Br J Spec Educ. 2021;48(2):157-174. https://doi.org/10.1111/1467-8578.12353
17. Department for Education & Williamson G. Schools, Colleges and Early Years Settings to Close [Press Release]. 18 March, 2020. Accessed August 5, 2020. https://www.gov.uk/government/news/schools-colleges-and-early-years-settings-to-close
18. Lee J. Mental health effects of school closures during COVID-19. Lancet Child Adolesc Health. 2020;4:421.
https://doi.org/1016/S2352-4642(20)30109=7
19. Petretto DR, Masala I, Masala C. Special educational needs, distance learning, inclusion and COVID-19. Educ Sci. 2020; 10:154. doi:10.3390/educsci10060154.
20. Viner RM, Russell SJ, Croker H, Packer J, Ward J, Stansfield C, Mytton O, Bonell, C, Booy R. School closure and management practices during coronavirus outbreaks including COVID-19: a rapid systematic review. Lancet Child Adolesc Health. 2020;4:397- 404.
doi: 10.1016/S2352-4642(20)30095-X
21. Ashbury K, Fox L, Deniz E, Code A, Toseeb U. How is COVID-19 affecting the mental health of children with Special Educational Needs and Disabilities and their families? J Autism Dev Disord. 2020;51(5):1772–1780. https://doi.org/10.1007/s10803-020-04577-2
22. Department for Education. Guidance: Coronavirus (COVID-19): Implementing Protective Measures in Education and Childcare Settings. 2020. Accessed August 5, 2020.
https://www.gov.uk/government/publications/coronavirus-covid-19-implementing-protective-measures-in-education-and-childcare-settings/coronavirus-covid-19-implementing-protective-measures-in-education-and-childcare-settings
23. Department for Education. Children & Families Act. 2014. Accessed May 22, 2020. https://www.legislation.gov.uk/ukpga/2014/6/contents/enacted
24. Department for Education. Guidance: Guidance for Full Opening: Schools. 2020. Accessed August 5, 2020.
https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak/guidance-for-full-opening-schools
25. De Winter R. What does ‘Reasonable endeavours’ mean for your child’s EHC Plan? Accessed August 3, 2020.
https://www.senlegal.co.uk/post/what-does-reasonable-endeavours-mean-for-your-child-s-ehc-plan
26. House of Commons Education Committee, Oral Evidence: The Impact of Covid-19 on Education and Children’s Services. 1st July, 2020. HC 254, Questions 690-764. Accessed August 8, 2020.
https://committees.parliament.uk/oralevidence/627/html/
27. Department for Education & Williamson G. New Major Package to Support Online Learning [News story]. 19 April, 2020. Accessed August 17, 2020.
https://www.gov.uk/government/news/new-major-package-to-support-online-learning
28. Dickens J. Oak academy will create 10,000 lessons for next year with £4.3m DfE funding. Schools Week. 23 June, 2020. Accessed August 17, 2020.
https://schoolsweek.co.uk/oak-academy-will-create-10000-lessons-for-next-year-with-4-3m-dfe-funding/
29. Special Needs Jungle. Coronavirus and SEND Education: 75% of schools ignored Government risk assessment guidance during the lockdown. Special Needs Jungle, 27 July, 2020. Accessed August 27, 2020.
https://www.specialneedsjungle.com/coronavirus-send-education-survey/
30. Oak National Academy. Accessibility Statement for Oak National Academy. Updated September 5, 2022. Accessed August 17, 2020.
https://www.thenational.academy/accessibility-statement
31. Department for Education. Coronavirus (COVID-19) Attendance in Educational and Early Years Settings in England: Summary of Returns to 17 April 2020. 2020. Accessed August 6, 2020.
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/883173/COVID-19_attendance_in_education_settings_170420.pdf
32. Disabled Children’s Partnership. Left in lockdown. Parent carers’ experiences of lockdown. 2020. Accessed August 5, 2020. https://disabledchildrenspartnership.org.uk/wp-content/uploads/2020/06/LeftInLockdown-Parent-carers’-experiences-of-lockdown-June-2020.pdf
33. House of Commons Education Committee, Oral Evidence: The Impact of Covid-19 on Education and Children’s Services, 22nd July, 2020, HC254, Questions 853-941. Accessed August 9, 2020.
https://committees.parliament.uk/oralevidence/765/html/
34. Graham B, White C, Edwards A, Potter S, Street C. School Exclusion: A Literature Review on the Continued Disproportionate Exclusion of Certain Children. DfE, 2019. Accessed September 11, 2019.
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/800028/Timpson_review_of_school_exclusion_literature_review.pdf
35. Daniels H, Cole T. Exclusion from school: short‐term setback or a long term of difficulties? Eur J Spec Needs Educ. 2010;25(2):115-130.
https://doi.org/10.1080/08856251003658652
36. Gill K, Quilter-Pinner H, Swift D. Making the Difference: Breaking the Link Between School Exclusion and Social Exclusion. Institute of Public Policy Research. 2017. Accessed August 9, 2020.
https://www.ippr.org/files/2017-10/making-the-difference-summary-october-2017.pdf
37. Ofsted. Teachers say parents need help to resist off-rolling pressure [Press Release]. 10 May, 2019. Accessed August 12, 2020. https://www.gov.uk/government/news/teachers-say-parents-need-help-to-resist-off-rolling-pressure
38. Department for Education. Timpson Review of School Exclusion. 2019. Accessed September 14, 2019.
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/807862/Timpson_review.pdf
39. YouGov (2019) Exploring the Issue of Off-rolling: On behalf of Ofsted. 2019. Accessed August 12, 2020.
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/800582/Ofsted_offrolling_report_YouGov_090519.pdf
40. Child Law Advice (2020) Managed Moves. Available at:
https://childlawadvice.org.uk/information-pages/managed-moves/ (Accessed 17th August 2020).
41. IntergratED. Annual Report. 2020. Accessed December 20, 2020.
https://www.integrated.org.uk/wp-content/uploads/2020/12/IntegratED_V0.1.14-Proof-DIGITAL.pdf
42. Education Policy Institute. Preventing the Disadvantage Gap from Increasing During and After the Covid-19 Pandemic: Proposals from the Education Policy Institute. 2020. Accessed August 7, 2020. https://epi.org.uk/wp-content/uploads/2020/05/EPI-Policy-paper-Impact-of-Covid-19_docx.pdf
43. Pearson S, Mitchell R, Rapti M. ‘I will be “fighting” even more for pupils with SEN’: SENCOs’ role predictions in the changing English policy context. J Res Spec Educ Needs. 2015;15(1):48-56.
https://doi.org/10.1111/1471-3802.12062
44. Esposito R, Carroll C. Special Educational Needs Coordinators: practice in England 40 years on from the Warnock Report. Front Educ. 29 January, 2020.
45. https://doi.org/10.3389/feduc.2019.00164Done EJ, Murphy M, Bedford C. Change management and the SENCo role: developing key performance indicators of inclusivity. Support Learn, 2016;1(1):13-26. https://doi.org/10.1111/1467-9604.12138
46. Hallett G, Hallett F (2018) Reconsidering the role of the SEN Coordinator: A critical overview. Presentation at the European Conference of Educational Research, Bolzano, 3-7 September. Available at: https://eera-ecer.de/ecer programmes/conference/23/session/14184/ (Accessed 20th December 2020).
47. Kay V, Chrostowska M, Henshall A, Mcloughlin A, Hallett F. Intrinsic and extrinsic tensions in the SENCo role: navigating the maze of ‘becoming’. J Res Spec Educ Needs. 2022;22(4):343-351. https://doi.org/10.1111/1471-3802.12572
48. Department for Education. Code of Practice for the Identification and Assessment of Special Educational Needs. 1994. No.1414. Accessed May 6, 2020. https://www.legislation.gov.uk/uksi/1994/1414/made
49. Dobson GJ. Understanding the SENCo workforce: re-examination of selected studies through the lens of an accurate national dataset. Br J Spec Educ. 2019; 46(4):445-464.
https://doi.org/10.1111/1467-8578.12285
50. Dobson GJ, Douglas G. Who would do that role? Understanding why teachers become SENCos through an ecological systems theory. Educ Rev. 2020;72(3):298-318.
https://doi.org/10.1080/00131911.2018.1556206
51. Department for Education. Special Educational Needs Code of Practice. 2001. DfES/581/2001. Accessed May 8, 2020.
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/273877/special_educational_needs_code_of_practice.pdf
52. Training and Development Agency. Standards for the National Award of SEN Coordination. 2009. Accessed August 5, 2020. http://dera.ioe.ac.uk/id/eprint/10285
53. Kearns H. Exploring the experiential learning of special educational needs coordinators. J In-Serv Educ. 2005;31:131-150.
doi/abs/10.1080/13674580500200364
54. Smith MD, Broomhead KE. Time, expertise and status: barriers faced by mainstream primary school SENCos in the pursuit of providing effective provision for children with SEND. Support Learn. 2019; 34(1):54-70. https://doi.org/10.1111/1467-9604.12237
55. Department for Education. Teacher Recruitment and Retention Strategy. 2019. Accessed August 6, 2020. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/786856/DFE_Teacher_Retention_Strategy_Report.pdf.
56. Curran H, Moloney H, Heavey A, Boddison A (2018) It’s about time: The impact of SENCO workload on the professional and the school. Available at: https://www.bathspa.ac.uk/media/bathspaacuk/education-/research/senco-workload/SENCOWorkloadReport-FINAL2018.pdf (Accessed 7th August 2020).
57. Goodall J, Montgomery C. Parental involvement to parental engagement: A continuum. Educ Rev. 2014;66(4):399-410. https://doi.org/10.1080/00131911.2013.781576
58. Maher A. Consultation, negotiation and compromise: The relationship between SENCos, parents and pupils with SEN. Support Learn. 2016;31(1):4-12.
https://doi.org/10.1111/1467-9604.12110
59. Norwich B. What implications do changing practices and concepts have for the role of the SEN coordinator? In Hallett F, Hallett G, eds. Transforming the Role of the SENCO: Achieving the National Award for SEN Coordination. McGraw-Hill/Open University Press; 2010:37–50.
60. Passy R, Georgeson J, Schaefer N, Kaimi I. Evaluation of the impact and effectiveness of the National Award for Special Educational Needs Coordination. 2017. Accessed August 17, 2020.
https://afaeducation.org/media/1301/evaluation-of-the-impact-and-effectiveness-of-the-national-award-for-special-educational-needs-coordination.pdf
61. Done E, Murphy M, Watt M. Change management and the SENCo role: developing key performance indicators in the strategic development of inclusivity. Support Learn. 2017;31(4):281-295.
https://doi.org/10.1111/1467-9604.12138
62. Done EJ, Murphy M, Knowler H. Mandatory accreditation for Special Educational Needs Co-ordinators: biopolitics, neoliberal managerialism and the Deleuzo–Guattarian ‘war machine’. J Educ Polic. 2015;30:866-100. doi:10.1080/02680939.2014.905872
63. MacKenzie S. A review of recent developments in the role of the SENCO in the UK. Br J Spec Educ. 2007;34(4):212-218. https://doi.org/10.1111/j.1467-8578.2007.00481.x
64. NASUWT. Special Educational Needs (SEN), Additional Learning Needs (ALN) and Additional Support Needs (ASN): Survey report. 2018. Accessed August 21, 2020. https://www.nasuwt.org.uk/uploads/assets/uploaded/843fe4e0-fb73-408f-b2d69e1c48a95dfe.pdf
65. Maher AJ, Vickerman P. Ideology influencing action: special educational needs co-ordinator and learning support assistant role conceptualisations and experiences of special needs education in England. J Res Spec Educ Needs. 2018; 18(1):15-24. https://doi.org/10.1111/1471-3802.12389
66. Wharton J, Codina G, Middleton T, Esposito R. Understanding Inclusion. 2020. Accessed August 12, 2020.
https://eprints.glos.ac.uk/8424/7/8424-Middleton-%282020%29-Understanding-Inclusion%20WEB%202.pdf.
67. Pulsford M. ‘I could have been the caretaker in a suit’: Men as primary school SENCos in an era of change. Educ 3-13. 2019;48(7):820-832. doi:10.1080/03004279.2019.1659386.
68. Curran H, Mortimore T, Riddell R. Special Educational Needs and Disabilities Reforms 2014: SENCos’ perspectives of the first six months. Br J Spec Educ. 2017;44(1):46–64. https://doi.org/10.1111/1467-8578.12159
69. House of Commons Education and Skills Select Committee. Special Educational Needs. Third Report of Sessions 2005–6. Vol. 1. 2006. Accessed August 8, 2020.
70. Coleman M. Leading the change to establish a whole-school nurturing culture. Emot Behav Diffic. 2020;25(1):68-79.
https://doi.org/10.1080/13632752.2019.1682244
71. Done EJ. Chapter 7: Education governance and the responsibility to include: teachers as a site of discursive tension. In Allan J, Harwood V, Jøorgensen C, eds. World Yearbook of Education 2020. Routledge; 2020:115-129.
72. Done EJ, Murphy M. The responsibilisation of teachers: a neoliberal solution to the problem of inclusion. Discourse. 2016;39(1):162-155. doi:10.1080/01596306.2016.1243517.
73. Tissot C. The role of SENCos as leaders. Br J Spec Educ. 2013;40(1):33-40.
https://doi.org/10.1111/1467-8578.12014
74. Wedell K. Points from the SENCo-Forum: special educational needs in the coronavirus lockdown. Br J Spec Educ. 2020;47(2):258-260.
https://doi.org/10.1111/1467-8578.12316
75. Department for Education. Get Technology Support for Children and Schools During Coronavirus (COVID-19). 2020. Accessed August 17, 2020.
https://www.gov.uk/guidance/get-help-with-technology-for-remote-education-during-coronavirus-covid-19#who-can-receive-digital-devices-and-internet-access
76. Shaw B, Bernardes E, Trethewey A, Menzies L. Special Educational Needs and their Links to Poverty. 2016. Joseph Rowntree Foundation. Accessed August 23, 2020.
https://www.jrf.org.uk/report/special-educational-needs-and-their-links-poverty.
77. Department for Education & Office for National Statistics. Special Educational Needs in England: January 2018. Accessed August 17, 2020.
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/729208/SEN_2018_Text.pdf.
78. Montacute R, Cullinane C. Learning in Lockdown. Research Brief. 2021. Accessed March 16, 2021.
https://www.suttontrust.com/wp-content/uploads/2021/01/Learning-in-Lockdown.pdf
79. National College for Teaching & Leadership. National Award for SEN Co-ordination: Learning Outcomes. 2014. Accessed August 17, 2020.
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/354172/nasc-learning-outcomes-final.pdf
80. Maxwell N, Doughty J, Slater T, Forrester D, Rhodes K. Home education for children with additional learning needs: a better choice or the only option? Educ Rev. 2020;72(4):427-442. https://doi.org/10.1080/00131911.2018.1532955
81. Parsons S, Lewis A. The home-education of children with special needs or disabilities in the UK: views of parents from an online survey. Int J Incl Educ. 2010;14(1):67-86. https://doi.org/10.1080/13603110802504135
82. Kendall L, Taylor E. ‘We can’t make him fit into the system’: parental reflections on the reasons why home education is the only option for their child who has special educational needs. Educ 3-13. 2016;44(3): 297-310. https://doi.org/10.1080/03004279.2014.974647
83. Children’s Commissioner. Skipping School: Invisible Children. 2019. Accessed August 7, 2020.
https://www.childrenscommissioner.gov.uk/wp-content/uploads/2019/02/cco-skipping-school-invisible-children-feb-2019.pdf
84. O’Connell S. What is behind the spike in home education? Headteacher Update. 2019(2):14 https://www.magonlinelibrary.com/doi/abs/10.12968/htup.2019.2.14.
85. Rosen-Webb SM. Nobody tells you how to be a SENCo. Br J Spec Educ. 2011;38(4): 159-168. https://doi.org/10.1111/j.1467-8578.2011.00524.x
86. Curran H. ‘The SEND Code of Practice has given me clout’: a phenomenological study illustrating how SENCos managed the introduction of the SEND reforms. Br J Spec Educ. 2019;46(1):76-93.
https://doi.org/10.1111/1467-8578.12253.