Skip to search boxSkip to navigationSkip to main content

Special educational needs co-ordinators' perceptions of effective provision for including autistic children in primary and middle schools in England

Research Output:
Contribution to journal
Article
 Peer-review

Abstract

In the Autumn of 2017 a small-scale study was designed to explore the degree to which school staff in the East Midlands of England were in an informed position to meet their statutory obligation with regard to the autistic children in their care as reported by a sample of special educational needs coordinators (SENCos), members of the school staff in the best position to shed light on the topic. Findings indicated that the SENCos in the study under consideration here were clear that, overall, they were confident in their own abilities to assess autistic learners' strengths and weaknesses and plan for meeting identified needs. They were much less confident that their colleagues with prime responsibility for classroom teaching and implementing special arrangements had commensurate knowledge and understanding, or even necessarily were very well disposed or well enough informed to differentiate classroom activities appropriately.

Publication Information

Output type

Research Output:
Contribution to journal
Article
 Peer-review

Original language

English

Pages from-to (Number of pages)

Pages 258-272

Journal (Volume, Issue Number)

Education 3-13 (Volume 48, Issue 3)

Publication milestones

  • Accepted/In press - 04/09/2019
  • Published - 18/09/2019

Publication status

Published - 18/09/2019

ISSN

0300-4279

Publication IDs

  • handle.net: 10547/623742
  • Scopus: 85073973349

Access to documents

Publication metrics