Tecnologías de la información y comunicación (TIC)

The role of SENCO is linked to the development of inclusive practice in the same way that every teacher is expected to respond to the needs of the children in their class, identified in the National Curriculum Inclusion statement (QCA, 1999). Furthermore, the Code of

22 Practice (DfES, 2001b) outlines the importance of SENCOs developing provision for pupils with SEN, which would enable inclusion to occur, although it does not state that the provision itself should be inclusive. Carrington and Elkins (2002:54), suggest that to develop a successful model of inclusive practice, the SENCO should be

collaborating with a range of staff on professional development issues….From behaviour management through to in class support for teachers for showing them strategies.

Brodin and Lindstrand (2007) support this view, suggesting a move away from administration and support for certain children, to an advisor that enables learning and teaching to be flexible, with a focus on systems in education, rather than individual needs. However, whilst Brodin and Lindstrand’s (2007) views reflect that of the Code of Practice (DfES, 2001b), Mittler (2000) suggests that there is still an expectation within schools that SENCOs are teachers for those pupils that cannot access learning in mainstream classrooms.

In recent years, successive governments have taken increasing control of almost all aspects of the national education system, for example, through the introduction of the National Curriculum (QCA, 1999), as well as the use of performance tables and Standard Assessment Tests (SATs) as a mechanism that aimed to raise standards and enable various interested groups, such as parents, to compare the performance of schools. A number of authors, including Parsons (1999) and Slee (1998) have argued that the marketization of the education system has led to a situation where any students that challenge the system in some way, for example, by needing additional resources from staff or the budget, or judged to have a negative impact on the schools results, are likely to be seen as less attractive to schools, making inclusion harder to achieve. Slee (1998) suggests that the focus on narrow measurements such as performance tables requires students and teachers to aim for

23 assimilation, in terms of outcomes and results, regardless of individual needs, requirements or desires. This for Slee, (1998:178) reduces education to an ‘agreed basic knowledge and skills’. The SENCO role is often specifically linked only to those children who fail to reach the expected targets; either set by the Local Authority or expected norms for children of a particular age. The introduction of Contextually Added Value information (CAV) (DES, 2007) has meant that school data now takes into account a number of factors that have been shown to have an impact on pupil achievement, including ‘special educational needs, first language and income deprivation.’ Whilst there is a greater emphasis on progression, it has been argued by Cole (2005b) that the role has become devalued because of the SENCOs association with groups of pupils that are sometimes perceived negatively, that do not easily fit into existing school policies and cultures, and show much lower levels of progress.

Whilst the SENCO role might focus exclusively on SEN, Carrington and Elkins (2002) highlight the need for the school ethos to value inclusion, which is then supported and nurtured in classrooms and actively put into practice, alongside achievement. Research by Ainscow et al (2006) claims that many teachers are not sure what inclusion looks like at a practical level, when planning and delivering lessons. Responses then tend to be located within existing practice, for example, the use of TAs to support particular groups of pupils in lessons, rather than changing planned activities and learning opportunities. However, Ainscow et al (2006) advocate the approach outlined above, whereby schools reflect critically on the underlying aims of their teaching and pupils and then respond, rather than starting with the NC requirements before considering the needs of the children.

This notion of a move away from the traditional deficit model in SEN that places the child as the problem, links closely to the model of education advocated by Wedell (2005:3) that

24 recognises both the diversity of students and a curriculum that includes ‘elements of skills, knowledge, understanding and attitudes,’ thus making educational achievement about much more than scores in national tests. This type of approach would allow schools to focus on the needs of the pupils in their classrooms, which can be very different from the needs of the NC, such as social and behavioural needs, as well as developing what could be termed academic skills and achievement that specifically relate to the needs of the children. As Wedell (2005) highlights, this type of approach has enabled schools to develop inclusive practice and has had positive effects on both learning and relationships within schools. Furthermore, greater involvement of the SENCO at the level of classroom practice could further enhance inclusive practice and, according to Kugelmass (2003) develop skills of all practitioners involved.

2.4 Roles, responsibilities and influences on the SENCO