The SENCO as a leader of professional learning for inclusive practice
AffiliationUniversity of Derby
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AbstractThis chapter explores the theory and practice of professional development for inclusive practice. The SENCO’s remit to ‘inspire inclusive practice’ (Wharton, Codina, Middleton and Esposito, 2019, p16) through leading teacher learning and Continuing Professional Development (CPD) is theoretically framed within epistemologies of difference and ontologies of change so that the challenges of this remit are treated with the depth they demand. The chapter defends practice inquiry for transformational teacher development towards inclusion. Using the example of Lesson Study, it explores Practice Inquiry as a form of CPD of value to SENCOs. A core argument in the chapter is that Practice Inquiry has the capacity to loosen unhelpful, obdurate paradigms of learning difficulty with positive consequences for practice. The purpose of the chapter is to provide a meaningful framework for SENCOs to theorise their CPD remit and how it might be implemented to make inclusion more enduringly manifest in the classroom.
CitationRobinson, D. (2021). 'The SENCO as a leader of professional learning for inclusive practice'. In Beaton, M., Codina, G. and Wharton, J.C. (Eds.). 'Leading on inclusion: the role of the SENCO'. Oxon: Routledge, pp. 1-12.
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