538
Views
1
CrossRef citations to date
0
Altmetric
Research Article

Agency for Inclusion: A Case Study of Special Educational Needs Coordinators (SENCos)

ORCID Icon, & ORCID Icon

References

  • Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44(9), 1175–1184.
  • Bandura, A. (2006). Toward a psychology of human agency. Perspectives on Psychological Science, 1(2), 164–180.
  • Biesta, G., & Tedder, M. (2007). Agency and learning in the lifecourse: Towards an ecological perspective. Studies in the Education of Adults, 39(2), 132–149.
  • Braun, V., & Clarke, V. (2013). Successful qualitative research: A practical guide for beginners. London: Sage.
  • Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks: Sage.
  • Department for Education. (1994). The code of practice on identification and assessment of special educational needs, London.
  • Department for Education and Employment (1997). The SENCO guide, London.
  • De Putte, I. V., Schauwer, E. D., Hove, G. V., & Davies, B. (2018). Rethinking agency as an assemblage from change management to collaborative work. International Journal of Inclusive Education, 22(8), 885–901.
  • Emirbayer, M., & Mische, A. (1998). What is agency? American Journal of Sociology, 103(4), 962–1023.
  • Eteläpelto, A., Vähäsantanen, K., Hökkä, P., & Paloniemi, S. (2013). What is agency? Conceptualizing professional agency at work. Educational Research Review, 10, 45–65.
  • Kearney, A., Mentis, M., & Holley-Boen, W. (2017). Informal, non-formal, and formal networking: Ensuring autonomy and flexibility for special needs coordinators. New Zealand Journal of Teachers’ Work, 14(2), 114–135.
  • Klang, N., Gustafson, K., Möllås, G., Nilholm, C., & Göransson, K. (2017). Enacting the role of special needs educator: Six Swedish case studies. European Journal of Special Needs Education, 32(3), 391–405.
  • Li, L., & Ruppar, A. (2021). Conceptualizing teacher agency for inclusive education: A systematic and international review. Teacher Education and Special Education, 44(1), 42–59.
  • Maher, A. J., & Vickerman, P. (2018). Ideology influencing action: Special educational needs co-ordinator and learning support assistant role conceptualisations and experiences of special needs education in England. Journal of Research in Special Educational Needs, 18(1), 15–24.
  • Miller, A. L., Wilt, C. L., Allcock, H. C., Kurth, J. A., Morningstar, M. E., & Ruppar, A. L. (2020). Teacher agency for inclusive education: An international scoping review. International Journal of Inclusive Education. Advance online publication. DOI: 10.1080/13603116.2020.1789766.
  • Mu, G. M., Wang, Y., Wang, Z., Feng, Y., Deng, M., & Liang, S. (2015). An enquiry into the professional competence of inclusive education teachers in Beijing: Attitudes, knowledge, skills, and agency. International Journal of Disability, Development and Education, 62(6), 571–589.
  • Naraian, S. (2020). Diffractively narrating teacher agency within the entanglements of inclusion. Teaching Education, 33(1), 13–26.
  • New Zealand Educational Institute. (2018). Survey of Special Education Needs Coordinators (SENCO) 2018. Retrieved December 24, 2021, from https://www.nzei.org.nz/UploadedFiles/Media/SENCO_report_final_20180501-n.pdf
  • Pantić, N. (2017). An exploratory study of teacher agency for social justice. Teaching and Teacher Education, 66, 219–230.
  • Priestley, M., Biesta, G., & Robinson, S. 2013. Teachers as agents of change: Teacher agency and emerging models of curriculum. In M. Priestley & G. Biesta (Eds.), Reinventing the curriculum: New trends in curriculum policy and practice (pp. 187–206). London: Bloomsbury. Retrieved December 25, 2021, from https://www.researchgate.net/publication/263766319_Reinventing_the_Curriculum_New_Trends_in_Curriculum_Policy_and_Practice.
  • Priestley, M., Biesta, G., & Robinson, S. (2015). Teacher agency: What is it and why does it matter? In J. Evers & R. Kneyber (Eds.), Flip the system: Changing education from the ground up (pp. 134–148). New York: Routledge.
  • Priestley, M., Edwards, R., Priestley, A., & Miller, K. (2012). Teacher Agency in Curriculum Making: Agents of Change and Spaces for Manoeuvre. Curriculum Inquiry, 42(2), 191–214.
  • Punch, K. (2005). Introduction to social research: Quantitative and qualitative approaches (2nd ed.). London: Sage.
  • Qu, X. (2021). The role of teacher agency in promoting inclusion in a Chinese primary school. International Journal of Disability, Development and Education, 68(6), Advance online publication, 758–772.
  • Rosen-Webb, S. M. (2011). Nobody tells you how to be a SENCo. British Journal of Special Education, 38(4), 159–168.
  • Themane, M., & Thobejane, H. R. (2019). Teachers as change agents in making teaching inclusive in some selected rural schools of Limpopo Province, South Africa: Implications for teacher education. International Journal of Inclusive Education, 23(4), 369–383.
  • Wang, Y., Mu, G. M., & Zhang, L. (2017). Chinese inclusive education teachers’ agency within temporal-relational contexts. Teaching and Teacher Education, 61, 115–123.
  • Yin, R. K. (2014). Case study research: Design and methods (5th ed.). Los Angeles: Sage.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.