ABSTRACT
This chapter explores some of the key changes which have occurred within wider educational policy, including the advancement of the multi-academies trust agenda, and as well as changes to accessing services. It focuses on wider educational changes and how these may impact on the future Special Educational Needs Coordinator (SENCO) role. The role of the SENCO, and the development of inclusive education, cannot be viewed in isolation. As Norwich states, the SEN system is ‘interdependent’ of the wider education system, which infers that broader changes to our educational system are likely to impact on the role of the SENCO. The SENCO has a critical role to play within schools, for children, parents and colleagues, regarding provision and advocacy for children with additional needs, in determining and influencing wider policy priorities. SENCOs may find that they need to plan for specific support for varying groups of staff, regarding how they work with and engage with parents as equal partners.
