Helen Knowler is a qualified teacher who has specialised in social, emotional and mental health for over three decades. Within higher education she has worked at the universities of Plymouth, Bristol and Exeter, and now leads the National Award for Special Educational Needs Coordination at the University of Wolverhampton. Hazel Richards is a senior lecturer on the Special Educational Needs, Disability and Inclusion Studies course at the University of Wolverhampton. Prior to this she lectured at the University of Worcester on the Education Studies course and in the Department of Children and Families. She is an HCPC registered speech and language therapist, has a Masters in special and inclusive education, and a doctorate which investigated SENCo identity and influences on practice.Stephanie Brewster started out as a speech and language therapist working in various health and educational settings with children and adults with significant communication needs. A key part of this was supporting pre-registration students on placement and contributing to CPD. She is currently a senior lecturer at the University of Wolverhampton, in the special educational needs, disability and inclusion studies department, working predominantly with postgraduate learners.

This is a useful book for SENCOs new to post and those with experience in the role. The chapters cover key aspects of being a SENCO, linking theory and practice throughout. The thread of inclusion runs through each, reminding the reader of how this ongoing journey should underpin all of the work they do. Chapters cover a range of relevant topics, offering a balanced critique on current thinking about SEN and inclusion. Topics are diverse and encourage critical reflection and the development of useful knowledge and skills to enable them to be a successful SENCO, supporting staff and pupils. An informative text which will be an essential resource for SENCOs.Jo WinwoodProgramme Lead: Education, Serco UK&E Local Regional Government...Overall, this text provides SENCos with a clearly structured resource and every chapter is likely to be relevant to their role, but can be read separately for those looking to prioritise specific aspects of practice. The content is research-informed throughout and offers a mix of theoretical perspectives and practical considerations that will support both new and experienced SENCos who are undertaking the role.Steve McNichol, Bishop GrosstesteBritish Journal of Special Education

• Part One: Examining the SENCo role Chapter 1 – Examining the SENCo role Chapter 2 – SENCo professional identity and development Chapter 3 - SENCos and inclusive pedagogy Chapter 4 – The SENCo as leader: speaking up and speaking out Chapter 5 – SENCos engaging with theory Part Two: The SENCo at work Chapter 6 - The SENCo role across age phases Chapter 7 – Working with children and young people experiencing additional challenges Chapter 8 – Working with parents Chapter 9 – Working with other professionals Chapter 10 – Working with critical reflection on professional practice Chapter 11 – SENCos using data Chapter 12 - Evidence based practice to promote advocacy for learners with SEND

Helen Knowler is a qualified teacher who has specialised in social, emotional and mental health for over three decades. Within higher education she has worked at the universities of Plymouth, Bristol and Exeter, and now leads the National Award for Special Educational Needs Coordination at the University of Wolverhampton. Hazel Richards is a senior lecturer on the Special Educational Needs, Disability and Inclusion Studies course at the University of Wolverhampton. Prior to this she lectured at the University of Worcester on the Education Studies course and in the Department of Children and Families. She is an HCPC registered speech and language therapist, has a Masters in special and inclusive education, and a doctorate which investigated SENCo identity and influences on practice.Stephanie Brewster started out as a speech and language therapist working in various health and educational settings with children and adults with significant communication needs. A key part of this was supporting pre-registration students on placement and contributing to CPD. She is currently a senior lecturer at the University of Wolverhampton, in the special educational needs, disability and inclusion studies department, working predominantly with postgraduate learners.

This is a useful book for SENCOs new to post and those with experience in the role. The chapters cover key aspects of being a SENCO, linking theory and practice throughout. The thread of inclusion runs through each, reminding the reader of how this ongoing journey should underpin all of the work they do. Chapters cover a range of relevant topics, offering a balanced critique on current thinking about SEN and inclusion. Topics are diverse and encourage critical reflection and the development of useful knowledge and skills to enable them to be a successful SENCO, supporting staff and pupils. An informative text which will be an essential resource for SENCOs.Jo WinwoodProgramme Lead: Education, Serco UK&E Local Regional Government...Overall, this text provides SENCos with a clearly structured resource and every chapter is likely to be relevant to their role, but can be read separately for those looking to prioritise specific aspects of practice. The content is research-informed throughout and offers a mix of theoretical perspectives and practical considerations that will support both new and experienced SENCos who are undertaking the role.Steve McNichol, Bishop GrosstesteBritish Journal of Special Education

• Part One: Examining the SENCo role Chapter 1 – Examining the SENCo role Chapter 2 – SENCo professional identity and development Chapter 3 - SENCos and inclusive pedagogy Chapter 4 – The SENCo as leader: speaking up and speaking out Chapter 5 – SENCos engaging with theory Part Two: The SENCo at work Chapter 6 - The SENCo role across age phases Chapter 7 – Working with children and young people experiencing additional challenges Chapter 8 – Working with parents Chapter 9 – Working with other professionals Chapter 10 – Working with critical reflection on professional practice Chapter 11 – SENCos using data Chapter 12 - Evidence based practice to promote advocacy for learners with SEND

Helen Knowler is a qualified teacher who has specialised in social, emotional and mental health for over three decades. Within higher education she has worked at the universities of Plymouth, Bristol and Exeter, and now leads the National Award for Special Educational Needs Coordination at the University of Wolverhampton. Hazel Richards is a senior lecturer on the Special Educational Needs, Disability and Inclusion Studies course at the University of Wolverhampton. Prior to this she lectured at the University of Worcester on the Education Studies course and in the Department of Children and Families. She is an HCPC registered speech and language therapist, has a Masters in special and inclusive education, and a doctorate which investigated SENCo identity and influences on practice.Stephanie Brewster started out as a speech and language therapist working in various health and educational settings with children and adults with significant communication needs. A key part of this was supporting pre-registration students on placement and contributing to CPD. She is currently a senior lecturer at the University of Wolverhampton, in the special educational needs, disability and inclusion studies department, working predominantly with postgraduate learners.

This is a useful book for SENCOs new to post and those with experience in the role. The chapters cover key aspects of being a SENCO, linking theory and practice throughout. The thread of inclusion runs through each, reminding the reader of how this ongoing journey should underpin all of the work they do. Chapters cover a range of relevant topics, offering a balanced critique on current thinking about SEN and inclusion. Topics are diverse and encourage critical reflection and the development of useful knowledge and skills to enable them to be a successful SENCO, supporting staff and pupils. An informative text which will be an essential resource for SENCOs.Jo WinwoodProgramme Lead: Education, Serco UK&E Local Regional Government...Overall, this text provides SENCos with a clearly structured resource and every chapter is likely to be relevant to their role, but can be read separately for those looking to prioritise specific aspects of practice. The content is research-informed throughout and offers a mix of theoretical perspectives and practical considerations that will support both new and experienced SENCos who are undertaking the role.Steve McNichol, Bishop GrosstesteBritish Journal of Special Education

• Part One: Examining the SENCo role Chapter 1 – Examining the SENCo role Chapter 2 – SENCo professional identity and development Chapter 3 - SENCos and inclusive pedagogy Chapter 4 – The SENCo as leader: speaking up and speaking out Chapter 5 – SENCos engaging with theory Part Two: The SENCo at work Chapter 6 - The SENCo role across age phases Chapter 7 – Working with children and young people experiencing additional challenges Chapter 8 – Working with parents Chapter 9 – Working with other professionals Chapter 10 – Working with critical reflection on professional practice Chapter 11 – SENCos using data Chapter 12 - Evidence based practice to promote advocacy for learners with SEND