An investigation into Special Educational Needs training and the SENCO’s role in practice change

Abstract

This thesis submission consists of three research papers completed as part of the Doctorate of Education programme at the University of Manchester, focussing on my research interest of Special Educational Needs training. I sought to gain a greater understanding of new qualified teacher’s views of the quality and usefulness of the SEN element of their initial training, and that of experienced teachers. One of the tasks that Special Educational Needs Coordinators (SENCOs) are charged with is influencing the practice of their colleagues; yet many barriers exist. I sought to assimilate my understandings of SEN input during ITT with the expectation of the training role that SENCOs have to devise a programme that addresses attitudinal issues, knowledge and pedagogical skills. For research paper one I completed a literature review on Special Educational Needs input during Initial Teacher Training (ITT) which identified that newly qualified teachers (NQTs) lacked knowledge and skills with regards to SEN. The literatures supported the view that SEN was not adequately covered during training, leaving teachers entering the profession lacking confidence to respond to the challenges of today’s inclusive classrooms. This had implications primarily for the children and young people who have SEN, and for those in the role of the Special Educational Needs Coordinator (SENCO). Part of the SENCO’s wide remit is to ensure teachers know their pupils, understand the strengths and needs they have, and possess the knowledge to respond positively to the learning difficulties presented. There remains a question of whose responsibility SEN is, that could originate from insufficient coverage during the training stage as the first introduction to the profession giving a confusing message about the importance and value of SEN in education. In research paper two I conducted a small scale research project which explored three teacher’s perspectives as they reflected back on the SEN element of their initial training and/or their continual professional development (CPD), and enquired into how useful and relevant this had been to their current practice, and identify where gaps in knowledge remained. My study was conducted in an independent school, where, although many teachers do, there is no requirement to hold a formal teaching qualification. The project reinforced concerns about the quality of teacher’s SEN knowledge in the absence of teacher training and the content during training, and highlighted the importance of the SENCO regularly delivering advice, support and guidance as part of ongoing input. Paper three was a research proposal that was the foundation of a doctoral thesis. It consisted of a pilot study trialling the use of pupil voice in generating discussion amongst four teachers about responses to SEN and exploring the use of empathy as a tool for practice change. The proposal also outlined a piece of action research, delivering a training programme that aimed to address the shortfalls highlighted in the previous two papers – lack of understanding, relationships, knowledge and skills in teachers, those new to the profession, and more experienced practioners. It aimed to move the focus away from the SENCO and onto teachers by providing opportunities to develop relationships with students and partner with them in planning, delivering and evaluating practice change.

Date of Award	1 Aug 2018
Original language	English
Awarding Institution	The University of Manchester
Supervisor	Carlo Raffo (Supervisor)