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This paper reports the responses of Special Needs Coordinators (SENCOs) in primary schools to a survey undertaken in three local education authorities in the north-east of England. The role of the SENCO has been subject to increasing prescription and guidance. Although policy-makers would like SENCOs to take a more proactive role in the process of curriculum and school development, it has become clear that in making this transformation many are experiencing a number of difficulties. In comparing these difficulties to ones reported in a previous study the existence of a number of problems are highlighted which apparently remain stubbornly resistant to current advice and guidance.
Author(s): Crowther D, Dyson A, Millward A
Publication type: Article
Publication status: Published
Journal: European Journal of Special Needs Education
Print publication date: 01/01/2001
ISSN (print): 0885-6257
ISSN (electronic): 1469-591X
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