Implementing the 2014 SEND reforms in England: perspectives from SENCOs

Abstract

Introduction: This applied social research investigated the role of special educational needs coordinators (SENCOs) in relation to the 2014 SEND (special educational needs and disability) reforms in London schools. This article reports on the views and experiences of the SENCOs in five schools and contributes to the emerging body of research on how the SEND reforms are being embedded in practice which has relevance both nationally and internationally.

The article uses the terms SEND (special educational needs and disability) and SEN (special educational needs) interchangeably in describing special needs.