Short Sprint or an Endurance Test: The Perceived Impact of the National Award for Special Educational Needs Coordination

Autor/inn/en	Brown, Julian; Doveston, Mary
Titel	Short Sprint or an Endurance Test: The Perceived Impact of the National Award for Special Educational Needs Coordination
Quelle	In: Teacher Development, 18 (2014) 4, S.495-510 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1747-5120
DOI	10.1080/13664530.2014.954050
Schlagwörter	Special Education; Educational Needs; Special Needs Students; Special Programs; Coordination; Educational Cooperation; Awards; Mainstreaming; Coordinators; Program Evaluation; Program Effectiveness; Leadership Effectiveness; Instructional Effectiveness; Governance; Change Strategies; Barriers; Professional Continuing Education; Inquiry; Focus Groups; Questionnaires; Training Methods; Instructional Leadership; Academic Aspiration; Partnerships in Education; Elementary Secondary Education; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Educational need; Bildungsbedarf; Sonderpädagogischer Förderbedarf; Sonderpädagogische Förderung; Koordination; Education; cooperation; Kooperation; Award; Auszeichnung; Koordinator; Programme evaluation; Programmevaluation; Führungseffizienz; Unterrichtserfolg; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Lösungsstrategie; Berufsfeldbezogener Unterricht; Weiterbildung; Fragebogen; Didaktik; Trainingsmaßnahme; Instruction; Leadership; Führung; Hochschulpartnerschaft; Ausland; Großbritannien
Abstract	This paper evaluates the perceived impact of the National Award (NA) for Special Educational Needs (SEN) Coordination in English mainstream schools. The Award was introduced in 2009 and has been mandatory for all new Special Educational Needs Coordinators (SENCos) since its inception. The framework used for the evaluation is based on the learning outcomes of the NA, which were formulated by the Training and Development Agency and focus on areas related to the pedagogical, managerial and leadership aspects of the SENCo role. Findings suggest that the NA has impacted most significantly on participants' pedagogy and strategies for removing barriers to learning. Participants' preparedness for training at post-graduate level is also investigated and consideration is given towards further training and study beyond the completion of the NA. Additionally, the paper investigates areas that are perceived as challenges (e.g. lack of time and leadership status) to the successful implementation of their coordination role and any impact the NA has had in this respect. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10