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: En analys av specialpedagogens roll i skolutvecklingsarbetet med ledning och stimulans

Translated title of the thesis: To take authority over one's professional role: An analysis of SENCO's role in school development work with inclusion
  • Emelie Olsson
  • Maud Sevebrant

Student thesis: Professional degree, Advanced level

Abstract

Economic constraints in schools lead to budget cuts, negatively impacting outcomes and increasing teachers' workload. Disparities in Swedish schools are widening, raising the risk of exclusion. International research emphasizes inclusion and preventive measures to reduce educational failures, but challenges persist in translating policy intentions into practice. The role of SENCO (special educational needs coordinator) becomes crucial in ensuring inclusion and support for all students. The purpose of the present study is to explore the role of the special education teacher in school development work, particularly focusing on inclusion within the organizational structures of the institution. Furthermore, the study aims to identify opportunities and challenges in this work and to investigate whether the special education teacher's efforts lead to a learning organization. The method used is qualitative, involving semi-structured interviews with five SENCO who participated. The data were analyzed using thematic analysis with the assistance of Peter Senge's theory of learning organizations. The results indicate that the role of SENCO is complex and unclear, partly due to the local schools' interpretation of the concepts of inclusion, as well as the mandate and role assigned to them. Additionally, the study reveals the opportunities and challenges present in this work. Key findings suggest that SENCO's work assignments are affected by an unclear definition of inclusion, the school's organization, and the mandate they have. SENCO does not work comprehensively enough, complicating their systems thinking. The special pedagogical implications are that SENCO, with the support of school management, need to assert authority over their profession and demonstrate their competence to lead and drive school development, focus on preventive work, and enhance their focus on analytical work. The role of SENCO needs to be clarified. Strengthening collaboration between teachers and SENCO and increasing understanding of the school's various missions are essential.
Date of Award2024-Jun
Original languageSwedish
SupervisorCatarina Grahm (Supervisor), Linda Petersson-Bloom (Assessor) & Jonas Aspelin (Examiner)

Educational program

  • Special Education Programme

University credits

  • 15 HE credits

Swedish Standard Keywords

  • Pedagogy (50301)

Keywords

  • inclusion
  • organization
  • role
  • school development
  • SENCO
  • special educator

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