ABSTRACT
There is no doubt that the role of the SENCO is not what it was. Not only are mainstream schools taking in an increasingly diverse population of children, but they are being expected to change their organisation, their ethos and their teaching approaches to reflect a more inclusive philosophy. As key players in this process of change, SENCOs are increasingly being expected to ‘manoeuvre their schools into positions of maximum receptiveness to the challenges that lie ahead’ (Shuttleworth 2000). If you find yourself in just such a position, or are considering expanding your existing role and becoming more proactive in the change process, this chapter is for you. In it are some of the central issues that need to be addressed along the road to inclusion and some insights are offered into what might be effective in your school.
