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This research focuses on the impact of the context of Covid-19 on the role of the SENCO in English schools. The SENCO role is a contested field; however, the current Special Educational Needs Code of Practice identifies eleven key areas of SENCO work. A widely distributed survey was used to gather the voice of SENCOs across the country, with 26 responses. Data were analysed using a Realistic Evaluation framework to identify the impact of Covid-19 on the work of the SENCO. The research identified that practice during the context had changed in some key areas and also identified three new factors of the SENCO role. These point to the need to revise policy and guidance relating to the SENCO being part of SLT, providing emotional support for adults and engaging in practical pedagogical activities. |
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