Abstract
One outcome of England’s Code of
Practice (DfE, 1994) was an increase, first,
in the number of learning support
assistants (LSAs) working in mainstream
schools and, second, the establishment of
the role of special educational needs
coordinator (SENCO). Semi-structured
interviews were conducted with SENCOs
and LSAs to explore: (1) why they chose
their occupation; (2) how they
conceptualise their role; and (3) the
decisions they make when endeavouring
(or not) to cultivate an inclusive culture in
schools. Many SENCOs sought the role in
order to increase the educational
attainment and life chances of pupils with
special educational needs and/or
disabilities (SEND). Inclusive concepts such
as fairness, equality and social justice
underpinned their rationales. LSA
justification was more pragmatic and often
related to how the role would help them to
achieve a further career ambition, or
because it was compatible with personal
circumstances. Younger participants
thought that they could strengthen their
teacher training applications by using the
role of LSA to gain more experience
working in schools generally, and with
pupils with SEND in particular. The role of
both SENCO and LSA has been found to be
extremely diverse in England, depending
largely on the needs and resources of the
schools in which these two groups find
themselves.
Original language | English |
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Pages (from-to) | 15-24 |
Journal | Journal of Research in Special Educational Needs |
Volume | 18 |
Issue number | 1 |
Early online date | 30 May 2017 |
DOIs | |
Publication status | Published - 31 Jan 2018 |
Keywords
- Learning support assistants
- Mainstreaminclusive education
- Special educationalneeds
- Special educational needscoordinators.