Developing Your Expertise as a SENCo

Leading Inclusive Practice
1. Auflage 2025
ISBN: 978-1-041-05501-3
Verlag: Routledge

Buch, Englisch, 196 Seiten, Format (B × H): 175 mm x 250 mm, Gewicht: 527 g

This book equips SENCOs and aspiring SENCOs to engage in high level continuing professional development activity associated with studying for mandatory qualifications, and supports critical and innovative practice and career progression.

Written by a multi-disciplinary team, it embraces sociological, medical and post-modern perspectives. It will be of interest to researchers and practitioners as it also critiques current theory, legislation, policy and research and how these can be transferred into settings. The book considers issues that SENCo's will experience both in their role and as part of this professional development, identifying the complexity of issues they have to consider and priorities in their role.

A range of pedagogic and interactive features are used to support the development of study skills when working at postgraduate level such as:

- research and literature searching;
- knowledge building and skills development in SENCo;
- the ability to galvanise change in their context including difficult and respectful conversations about SEN provision and
- the development of leadership skills.

This book is unique in its link between the academic and professional dimensions of the mandatory qualification - a bridge between engaging in CPD and practice of the SENCo role.

Zielgruppe

Professional Practice & Development

Autoren/Hrsg.

Knowler, Helen

Richards, Hazel

Brewster, Stephanie

Fachgebiete

• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Erwachsenenbildung, lebenslanges Lernen
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Sonderpädagogik, Heilpädagogik
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Universitäten, Hochschulen
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung

Inhaltsverzeichnis

Part One: Examining the SENCo role Chapter 1 – Examining the SENCo role Chapter 2 – SENCo professional identity and development Chapter 3 - SENCos and inclusive pedagogy Chapter 4 – The SENCo as leader: speaking up and speaking out Chapter 5 – SENCos engaging with theory Part Two: The SENCo at work Chapter 6 - The SENCo role across age phases Chapter 7 – Working with children and young people experiencing additional challenges Chapter 8 – Working with parents Chapter 9 – Working with other professionals Chapter 10 – Working with critical reflection on professional practice Chapter 11 – SENCos using data Chapter 12 - Evidence based practice to promote advocacy for learners with SEND

Über Autor(innen)

Helen Knowler is a qualified teacher who has specialised in social, emotional and mental health for over three decades. Within higher education she has worked at the universities of Plymouth, Bristol and Exeter, and now leads the National Award for Special Educational Needs Coordination at the University of Wolverhampton.

Hazel Richards is a senior lecturer on the Special Educational Needs, Disability and Inclusion Studies course at the University of Wolverhampton. Prior to this she lectured at the University of Worcester on the Education Studies course and in the Department of Children and Families. She is an HCPC registered speech and language therapist, has a Masters in special and inclusive education, and a doctorate which investigated SENCo identity and influences on practice.

Stephanie Brewster started out as a speech and language therapist working in various health and educational settings with children and adults with significant communication needs. A key part of this was supporting pre-registration students on placement and contributing to CPD. She is currently a senior lecturer at the University of Wolverhampton, in the special educational needs, disability and inclusion studies department, working predominantly with postgraduate learners.