Implementing the 2014 SEND reforms in England: perspectives from SENCOs

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Type of content
Journal Article
UC permalink
https://hdl.handle.net/10092/103860
Publisher's DOI/URI
http://doi.org/10.1111/1467-9604.12374
Thesis discipline
Degree name
Publisher
Wiley
Journal Title
Journal ISSN
Volume Title
Language
en
Date
2021
Authors
Tysoe K
Boulton H
Vincent, Kerry
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.

Description
Citation
Tysoe K, Vincent K, Boulton H (2021). Implementing the 2014 SEND reforms in England: perspectives from SENCOs. Support for Learning. 36(3). 486-505.
Keywords
Ngā upoko tukutuku/Māori subject headings
ANZSRC fields of research
1303 Specialist Studies in Education
Fields of Research::39 - Education::3904 - Specialist studies in education::390411 - Special education and disability
Rights
All rights reserved unless otherwise stated
http://hdl.handle.net/10092/17651
Collections
Education: Journal Articles