학술논문
Agency for Inclusion: A Case Study of Special Educational Needs Coordinators (SENCos).
Document Type
Article
Author
Source
Subject
*TEACHER organizations
*CHILDREN'S rights
*CORPORATE culture
*EXECUTIVES
*OCCUPATIONAL achievement
*QUALITATIVE research
*ELEMENTARY schools
*OCCUPATIONAL roles
*SELF-efficacy
*INTERPROFESSIONAL relations
*INTERVIEWING
*CULTURAL competence
*DECISION making
*INFORMATION needs
*ATTENTION
*RESEARCH methodology
*SPECIAL education
*COMMITMENT (Psychology)
*PROFESSIONAL competence
*ECOLOGICAL research
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Language
ISSN
1034-912X
Abstract
International recognition of Special Educational Needs Coordinators (SENCos) as agents of change for students with special educational needs calls for a deeper understanding of SENCo agency. However, literature on teacher agency for inclusion has paid little attention to SENCos. Taking a sociocultural view of agency, this qualitative case study collected rich data from five primary school SENCos in New Zealand via semi-structured individual interviews, work-shadowing and relevant documents. The findings showed that the SENCos exercised agency for inclusion through advocacy for students with SEN, commitment to the SENCo role, professional competence, self-efficacy, participation in decision-making, and collaboration with a wide range of people. The findings point to the need to conceptualise SENCo agency as a temporal, ecological process that involves engagement with culture, structure and resources in specific contexts. [ABSTRACT FROM AUTHOR]