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Perspectives of SENCos and Support Staff in England on Their Roles, Relationships and Capacity to Support Inclusive Practice for Students with Behavioural Emotional and Social Difficulties
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Burton, Diana; Goodman, Ruth – Pastoral Care in Education, 2011
With teachers under pressure to meet curriculum targets, responsibility for including students with behavioural emotional and social difficulties (BESD) in mainstream schools falls heavily on non-teaching staff. In this article, semi-structured interviews were conducted with special educational needs coordinators (SENCos) and support staff in a…
Descriptors: Foreign Countries, Inclusion, Mainstreaming, Special Needs Students