An anatomy of special educational needs coordinators in primary schools in Ireland

Internationally, promotion of inclusive education agendas has brought about changes to policy and practice. This paper explores the implications of such agendas for the management and leadership of provision for students with Special Educational Needs (SEN). Specifically, the role of the Special Educational Needs Coordinator (SENCO) is spotlighted. While such a role exists in other jurisdictions, it is not defined in Ireland. Framed by Bronfenbrenner’s Ecological Systems Theory, this research reports on findings from a national survey (n = 371) aimed at exploring the profile and leadership status of SENCOs in Irish primary schools and the facilitators and barriers experienced by these SENCOs. Unlike in other jurisdictions, findings indicate that SENCOs are senior leaders. Role facilitators include collaboration and support from staff, teacher professional learning and experience. Barriers include lack of time, having multiple roles, inadequate external supports, and ambiguous and limited policy guidance. Analysis of the role through a systemic lens spotlights the interacting and interdependent systems influencing role enactment, and considers how SENCOs’ collaborative practice can be brokered to influence others to enhance inclusive practice while occupying a place of tension. Conclusions, framed by EST, contribute to an international problematising of the SENCO role in developing inclusive education systems.