An analysis of the developing role of the primary special educational needs co-ordinator

Recent legislation has heralded a period of considerable change within the field of special education. The Code of Practice has been enormously influential in the development of services linked to the provision of special educational needs support in mainstream schools nationwide. It is generally accepted that the Code of Practice places considerable demands upon the newly designated SENCo and increasingly this role is becoming the focus of research in educational circles. This study aims to add to the existing body of knowledge relating to this crucial role through the practical survey of the perceptions and experiences of a group of practising Primary SENCo's within an area of the West Country. Through the use of written questionnaires and school-based interviews a snapshot' will be produced highlighting SENCo views regarding the nature of their role and its continuing evolution. The findings of this study show the considerable impact which the Code continues to exert upon the developing role of the Primary SENCo. Widespread support is expressed amongst practitioners for many of its principles but nonetheless significant concerns are raised relating to its feasibility in practice given existing levels of resourcing available within schools. Furthermore the findings show considerable consensus regarding the nature of the role changes currently in evidence in schools today with both positive and negative elements of change being identified. The study proceeds to propose initiatives for further action at school, L E A and national levels the purpose of which is ultimately that of ensuring a closer match between policy and practice relating to special needs provision in mainstream schools in years to come.Primary SENCo colleague