List Bibliography

12/27/18 EFPM278_279 (SENCO) | University of Exeter
EFPM278_279 (SENCO) View Online
National Award Special Educational Needs Coordination
Alborz, A. et al. (2009) ‘The impact of adult support staff on pupils and mainstream
schools.’ London: Institute of Education, University of London. Available at:
http://eppi.ioe.ac.uk/cms/Portals/0/PDF%20reviews%20and%20summaries/Support%20staf
f%20Rpt.pdf?ver=2009-05-05-165528-197.
Altrichter, H. (2007) Teachers investigate their work: an introduction to action research

across the professions. 2nd ed. London: Routledge.
Armstrong, D. M. and Squires, G. (2012) Contemporary issues in special educational

needs: considering the whole child. Maidenhead: McGraw-Hill Open University Press.
Audit Commission (2008) ‘Special educational needs / additional educational needs

(SEN/AEN) value for money resource pack for schools.’ Available at:
http://www.sen-aen.audit-commission.gov.uk/.
Barnes, P. (2008) ‘Multi-agency working: what are the perspectives of SENCos and parents
regarding its development and implementation? [in] British Journal of Special Education’,
British Journal of Special Education, 35(4), pp. 230–240. doi:
10.1111/j.1467-8578.2008.00394.x.
Bell, J. and Waters, S. (2014) Doing Your Research Project: a Guide For First-Time
Researchers. 6th ed. Maidenhead: McGraw-Hill Education. Available at:
http://exeter.eblib.com/patron/FullRecord.aspx?p=1910218.
Beveridge, S. (2005) Children, families and schools: developing partnerships for inclusive
education. London: RoutledgeFalmer.
Blatchford, P. et al. (2009) ‘The effect of support staff on pupil engagement and individual
attention [in] British Educational Research Journal’, British Educational Research Journal,
35(5), pp. 661–686. doi: 10.1080/01411920902878917.
Blatchford, P. et al. (2010) ‘Deployment and impact of support staff project.’ Available at:
http://maximisingtas.co.uk/assets/content/dissressum.pdf.
Blatchford, P., Russell, A. and Webster, R. (2012) Reassessing the impact of teaching
assistants: how research challenges practice and policy. London: Routledge. Available at:
https://www.dawsonera.com/guard/protected/dawson.jsp?name=https://elibrary.exeter.ac.
uk/idp/shibboleth&dest=http://www.dawsonera.com/depp/reader/protected/external/
AbstractView/S9780203151969.
Brahm Norwich (2006) ‘Evaluating Children’s Participation in SEN Procedures: Lessons for
1/9
educational psychologists [in] Educational Psychology in Practice’, Educational Psychology

in Practice. Routledge, 22(3), pp. 255–271. Available at:
http://0-www.tandfonline.com.lib.exeter.ac.uk/doi/full/10.1080/02667360600845836.
‘Breaking the link between special educational needs and low attainment’ (no date).
Available at:
http://webarchive.nationalarchives.gov.uk/20130401151715/http://www.education.gov.uk/
publications/eOrderingDownload/00213-2010DOM-EN.pdf.
Burnett, N. (2005) Leadership and SEN: meeting the challenge in special and mainstream
settings. London: David Fulton.
Burton, D. and Goodman, R. (2011) ‘Perspectives of SENCos and support staff in England
on their roles, relationships and capacity to support inclusive practice for students with
behavioural emotional and social difficulties [in] Pastoral Care in Education’, Pastoral Care
in Education, 29(2), pp. 133–149. doi: 10.1080/02643944.2011.573492.
Castle, K. (2010) Study skills for your masters in teaching and learning. Exeter: Learning
Matters. Available at:
https://shibboleth2sp.gar.semcs.net/Shibboleth.sso/Login?entityID=https%3A%2F%2Felibr
ary.exeter.ac.uk%2Fidp%2Fshibboleth&target=https%3A%2F%2Fshibboleth2sp.gar.semcs
.net%2Fshib%3Fdest%3Dhttp%253A%252F%252Fwww.vlebooks.com%252FSHIBBOLETH%
253Fdest%253Dhttp%25253A%25252F%25252Fwww.vlebooks.com%25252Fvleweb%252
52Fproduct%25252Fopenreader%25253Fid%25253DExeter%252526isbn%25253D978184
4456314.
Cheminais, R. (2010) Rita Cheminais’ handbook for new SENCOs. London: SAGE.
Clough, P. (1998) Managing inclusive education: from policy to experience. London: Paul
Chapman.
Clough, P. and Corbett, J. (2000) **Theories of inclusive education: a student’s guide.

London: Paul Chapman.
Clough, P. and Nutbrown, C. (2002) A student’s guide to methodology: justifying enquiry.

London: SAGE.
Cohen, L., Manion, L. and Morrison, K. (2011) Research methods in education. 7th ed.
London: Routledge. Available at:
http://lib.myilibrary.com/browse/open.asp?id=459890&entityid=https://elibrary.exete
r.ac.uk/idp/shibboleth.
Cole, B. A. (2005) ‘Mission impossible? Special educational needs, inclusion and the
re‐conceptualization of the role of the SENCO in England and Wales [in] European Journal
of Special Needs Education’, European Journal of Special Needs Education, 20(3), pp.
287–307. doi: 10.1080/08856250500156020.
Cooper, P. (2007) ‘Are Individual Education Plans a waste of paper? [in] British Journal of
Special Education’, British Journal of Special Education, 23(3), pp. 115–119. doi:
10.1111/j.1467-8578.1996.tb00960.x.
Corbett, J. (1995) **Bad-mouthing: the language of special needs. Washington, DC: Falmer
2/9
Press.
DCSF (2010) ‘Breaking the link between special educational needs and low attainment.’
Nottingham: Annesley. Available at:
http://www.advanced-training.org.uk/resources/MLD/breaking_link_between_sen_and_low_
attainment.pdf.
Denscombe, M. (2014) The good research guide: for small-scale social research projects.
5th edn. Maidenhead: McGraw-Hill Education. Available at:
http://exeter.eblib.com/patron/FullRecord.aspx?p=1910221.
Derrington, C. and Groom, B. (2004) A team approach to behaviour management: a

training guide for SENCOs working with teaching assistants. London: Paul Chapman.
DfE/DoH (2015) ‘SEN Code of Practice 0-25 [online].’ Available at:

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/342440/SEN
D_Code_of_Practice_approved_by_Parliament_29.07.14.pdf.
Digman, C. and Soan, S. (2008) Working with parents: a guide for education professionals.
Los Angeles, [Calif.]: SAGE. Available at:
uk/idp/shibboleth&dest=http://www.dawsonera.com/depp/reader/protected/external/Abstr
actView/S9780857026903.
Dyson, A. and Gallannaugh, F. (2007) ‘National policy and the development of inclusive
school practices: a case study [in] Cambridge Journal of Education’, Cambridge Journal of
Education, 37(4), pp. 473–488. doi: 10.1080/03057640701705690.
Ekins, A. and Grimes, P. (2009) Inclusion: developing an effective whole school approach.
Maidenhead: McGraw-Hill Open University Press. Available at:
actView/S9780335239467.
Florian, L. (ed.) (2014) The SAGE handbook of special education: Volume 1. Second
edition. Los Angeles, California: SAGE. Available at:
actView/S9781446296998.
Fraser, S. and Open University (2003) Doing research with children and young people.
London: SAGE.
Frederickson, N. and Cline, T. (2015) Special educational needs, inclusion and diversity.
Third edition. Maidenhead, Berkshire, England: McGraw-Hill Education. Available at:
ary.exeter.ac.uk%2Fidp%2Fshibboleth&target=https%3A%2F%2Fshibboleth2sp.gar.s
emcs.net%2Fshib%3Fdest%3Dhttp%253A%252F%252Fwww.vlebooks.com%252FSHIBBOL
ETH%253Fdest%253Dhttp%25253A%25252F%25252Fwww.vlebooks.com%25252Fvleweb
%25252Fproduct%25252Fopenreader%25253Fid%25253DExeter%252526isbn%25253D97
80335262915.
3/9
GERSCHEL, L. (2005) ‘The special educational needs coordinator’s role in managing

teaching assistants: the Greenwich perspective [in] Support for Learning’, Support for
Learning, 20(2), pp. 69–76. doi: 10.1111/j.0268-2141.2005.00364.x.
Gibson, S. and Blandford, S. (2005a) Managing special educational needs: a practical guide
for primary and secondary schools. London: Paul Chapman. Available at:
actView/S9781847877888.
Gibson, S. and Blandford, S. (2005b) Managing special educational needs: a practical guide
for primary and secondary schools. London: Paul Chapman. Available at:
Glenny, G. and Roaf, C. (2008) Multiprofessional communication: making systems work for
children. Maidenhead: McGraw Hill/Open University Press.
Goodley, D. (2011) Disability studies: an interdisciplinary introduction. London: SAGE.
Great Britain (2001) Inclusive schooling: children with special educational needs. [London]:
DfES.
Great Britain. Office for Standards in Education (2004) Special educational needs and
disability: towards inclusive schools. London: Ofsted.
Griffiths, D. and Dubsky, R. (2012) ‘Evaluating the impact of the new National Award for
SENCos: transforming landscapes or gardening in a gale? [in] British Journal of Special
Education’, British Journal of Special Education, 39(4), pp. 164–172. doi:
10.1111/1467-8578.12000.
Gross, J. and National Association for Special Educational Needs (Great Britain) (2008)
Beating bureaucracy in special educational needs. London: Routledge/NASEN.
Hallett, F. and Hallett, G. (2010a) Transforming the role of the SENCO. Maidenhead: Open
University Press.
Hallett, F. and Hallett, G. (2010b) Transforming the role of the SENCo: achieving the
national award for SEN coordination. Maidenhead: Open University Press. Available at:
Hart, S. (2004) Learning without limits. Maidenhead, Berkshire, England: Open University
Press.
HAYES, J. (2004) ‘Visual annual reviews: how to include pupils with learning difficulties in
their educational reviews [in] Support for Learning’, Support for Learning, 19(4), pp.
175–180. doi: 10.1111/j.0268-2141.2004.00344.x.
Hopkins, D. (2002) A teacher’s guide to classroom research. 3rd ed. Buckingham: Open
4/9
University Press.
House of Commons (2006) ‘SEN. Education Select Committee Report.’ London: The
Stationary Office. Available at:
http://www.publications.parliament.uk/pa/cm200506/cmselect/cmeduski/478/478i.pdf.
‘Improving parental confidence in the special educational needs system: An

implementation plan’ (2010). Available at:
http://dera.ioe.ac.uk/677/1/8623-DCSF-ParentalConfidence.pdf.
Kershner, R. and Chaplain, R. (2012) Understanding special educational needs: a teacher’s

guide to effective school-based research. Oxfordshire, England: Routledge.
Koshy, V. (2010) Action research for improving educational practice: a step-by-step guide.
2nd ed. London: SAGE.
Lacey, P. et al. (2015) The Routledge companion to severe, profound and multiple learning
difficulties. London: Routledge.
Lamb, B. (2009) Lamb Inquiry: special educational needs and parental confidence.
Available at:
http://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.gov.uk
/publications/standard/publicationdetail/page1/dcsf-01143-2009.
LAYTON, L. (2005) ‘Special educational needs coordinators and leadership: a role too far?
[in] Support for Learning’, Support for Learning, 20(2), pp. 53–60. doi:
10.1111/j.0268-2141.2005.00362.x.
Lehane, T. (2016) ‘“Cooling the mark out”: experienced teaching assistants” perceptions
of their work in the inclusion of pupils with special educational needs in mainstream
secondary schools [in] Educational Review’, Educational Review, 68(1), pp. 4–23. doi:
10.1080/00131911.2015.1058753.
Lewis, A. and Norwich, B. (2005) Special teaching for special children?: pedagogies for
inclusion. Maidenhead: Open University Press. Available at:
http://0-search.ebscohost.com.lib.exeter.ac.uk/login.aspx?authtype=ip,uid&direct=tr
ue&db=nlebk&AN=234010&site=ehost-live.
Lloyd, C. (2008) ‘Removing barriers to achievement: A strategy for inclusion or exclusion?

[in] International Journal of Inclusive Education’, International Journal of Inclusive
Education, 12(2), pp. 221–236. doi: 10.1080/13603110600871413.
MacConville, R. (2010) Special needs: what to know and what to do : the professional
development file for all staff. [London]: Optimus Education.
Mackenzie, S. (2008) ‘A review of recent developments in the role of the SENCo in the UK
[in] British Journal of Special Education’, British Journal of Special Education, 34(4), pp.
212–218. doi: 10.1111/j.1467-8578.2007.00481.x.
May, H. (2005) ‘Whose participation is it anyway? Examining the context of pupil

participation in the UK [in] British Journal of Special Education’, British Journal of Special
Education, 32(1), pp. 29–34. doi: 10.1111/j.0952-3383.2005.00366.x.
5/9
NASUWT: Reflection and Renewal: Special Educational Needs and Inclusion (no date).
Available at:
http://www.nasuwt.org.uk/TrainingEventsandPublications/NASUWTPublications/AccessibleP
ublications/Education/ReflectionandRenewalSENandInclusion/.
Nind, M. (2005) Curriculum and pedagogy in inclusive education: values into practice.
London: RoutledgeFalmer. Available at:
81136555374.
Norwich, B. (2013) Addressing tensions and dilemmas in inclusive education: living with
uncertainty. Milton Park, Abingdon, Oxon: Routledge. Available at:
81136309786.
Němec, Z. et al. (2015) ‘“When I need to do something else with the other children, then I
can rely on her”: teaching assistants working with socially disadvantaged students [in]
European Journal of Special Needs Education’, European Journal of Special Needs
Education, 30(4), pp. 459–473. doi: 10.1080/08856257.2015.1035904.
Ofsted (2006) Inclusion: Does it matter where pupils are taught? Provision and outcomes
in different settings for pupils with learning difficulties and disabilities. Available at:
http://webarchive.nationalarchives.gov.uk/20120503060933/https://consumption.educatio
n.gov.uk/publications/standard/_arc_SOP/Page26/HMI-2535.
Ofsted (2010) The special educational needs and disability review: A statement is not
enough. Available at:
http://webarchive.nationalarchives.gov.uk/20101121111241/http://www.ofsted.gov.uk/Ofst
ed-home/Publications-and-research/Browse-all-by/Documents-by-type/Thematic-reports/Th
e-special-educational-needs-and-disability-review.
Oldham, J. and Radford, J. (2011) ‘Secondary SENCO leadership: a universal or specialist

role? [in] British Journal of Special Education’, British Journal of Special Education, 38(3),
pp. 126–134. doi: 10.1111/j.1467-8578.2011.00513.x.
P., R. and A. (2012) ‘Challenging the role and deployment of teaching assistants in
mainstream schools: The impact on schools.’ Available at:
http://maximisingtas.co.uk/assets/content/edtareport-2.pdf.
Pearson, S., Mitchell, R. and Rapti, M. (2015) ‘“I will be ”fighting’ even more for pupils with
SEN": SENCOs' role predictions in the changing English policy context [in] Journal of
Research in SEN’, Journal of Research in Special Educational Needs, 15(1), pp. 48–56. doi:
10.1111/1471-3802.12062.
6/9
Poulson, L. and Wallace, M. (2004) Learning to read critically in teaching and learning.
London: Sage Publications. Available at:
actView/S9781412933216.
Rayner, S. (2007) Managing special and inclusive education. Los Angeles: SAGE
Publications. Available at:
‘Removing barriers to achievement: The government’s strategy for SEN Ref:

DfES/0117/2004’ (no date). Available at:
http://www.bexley.gov.uk/CHttpHandler.ashx?id=683&p=0.
Robson, C. (2002) Real world research: a resource for social scientists and
practitioner-researchers. 2nd ed. Oxford: Blackwell.
Robson, Colin. (no date) Real World Research, 4th Edition. Available at:
http://lib.exeter.ac.uk/record=b3500363~S6.
Rose, R. and Shevlin, M. (2010) Count me in!: ideas for actively engaging students in the
inclusive classroom. London: Jessica Kingsley Publishers.
Rosen-Webb, S. M. (2011) ‘Nobody tells you how to be a SENCo [in] British Journal of
Special Education’, British Journal of Special Education, 38(4), pp. 159–168. doi:
10.1111/j.1467-8578.2011.00524.x.
Runswick-Cole, K. and Hodge, N. (2009) ‘**Needs or rights? A challenge to the discourse of

special education [in] British Journal of Special Education’, British Journal of Special
Education, 36(4), pp. 198–203. doi: 10.1111/j.1467-8578.2009.00438.x.
Russell, A., Webster, R. and Blatchford, P. (2013) Maximising the impact of teaching
assistants: guidance for school leaders and teachers. London: Routledge.
Ruth Kershner, Roland Chaplain (no date) Understanding Special Educational Needs: A
Teacher’s Guide to Effective School Based Research. Available at:
http://books.google.co.uk/books?id=CEe4AwAAQBAJ&printsec=frontcover#v=onepag
e&q&f=false.
S. and R. (2013) ‘The recruitment, induction and retention of special educational needs
coordinators (SENCOs).’ Leeds: University of Leeds. Available at:
https://contentstore.cla.co.uk/secure/link?id=92001a4b-849f-e611-80c7-005056af4099.
Sewell, K. (2008) Doing your PGCE at M-level: a guide for students. Los Angeles, Calif:
SAGE.
‘Special schools in the new era: how do we go beyond generalities? [in] Journal of Research
in Special Educational Needs’ (2007) Journal of Research in Special Educational Needs,
7(2), pp. 71–89. doi: 10.1111/j.1471-3802.2007.00083.x.
7/9
‘Support and aspiration: A new approach to special educational needs and disability - A
consultation : The Department for Education’ (no date). Available at:
http://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.gov.uk
/publications/standard/publicationDetail/Page1/CM%208027#downloadableparts.
Sydney, A. (2010) A handbook for inclusion managers: steering your school towards
inclusion. Milton Park, Abingdon, Oxon: Routledge.
Szwed, C. (2007) ‘Remodelling policy and practice: the challenge for staff working with
children with special educational needs [in] Educational Review’, Educational Review,
59(2), pp. 147–160. doi: 10.1080/00131910701254924.
TENNANT, G. (2007) ‘IEPs in mainstream secondary schools: an agenda for research [in]
Support for Learning’, Support for Learning, 22(4), pp. 204–208. doi:
10.1111/j.1467-9604.2007.00472.x.
Thomas, G. (2013) How to do your research project: a guide for students in education and
applied social sciences. Second edition. Los Angeles, Calif: SAGE. Available at:
81446281772.
Thomas, G. and Loxley, A. (2007) Deconstructing special education and constructing

inclusion. 2nd ed. Maidenhead: Open University Press.
Tilstone, C. and Layton, L. (2004) Child development and teaching pupils with special
educational needs. London: RoutledgeFalmer. Available at:
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Tilstone, C. and Rose, R. (2003) Strategies to promote inclusive practice. London:

RoutledgeFalmer. Available at:
http://0-www.tandfebooks.com.lib.exeter.ac.uk/isbn/9780203167182.
Todd, L. (2007) Partnerships for inclusive education: a critical approach to collaborative

working. London: RoutledgeFalmer. Available at:
80203967492.
Vincett, Karen (no date) Teachers and assistants working together [electronic resource].
Available at: http://lib.exeter.ac.uk/record=b1788084~S6.
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Wearmouth, J. (2015) Effective senco: meeting the challenge. Maidenhead: Open

University Press.
Webster, R. and Blatchford, P. (2013) ‘The educational experiences of pupils with a

Statement for special educational needs in mainstream primary schools: results from a
systematic observation study [in] European Journal of Special Needs Education’, European
Journal of Special Needs Education, 28(4), pp. 463–479. doi:
10.1080/08856257.2013.820459.
Webster, R. and Blatchford, P. (2013) ‘The Making a Statement project final report. A study
of the teaching and support experienced by pupils with a statement of special educational
needs in mainstream primary schools.’ Available at:
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Webster, R. and Blatchford, P. (2015) ‘Worlds apart? The nature and quality of the
educational experiences of pupils with a statement for special educational needs in
mainstream primary schools [in] British Educational Research Journal’, British Educational
Research Journal, 41(2), pp. 324–342. doi: 10.1002/berj.3144.
Webster, R., Blatchford, P. and Russell, A. (2013) ‘Challenging and changing how schools
use teaching assistants: findings from the Effective Deployment of Teaching Assistants
project [in] School Leadership and Management’, School Leadership & Management, 33(1),
pp. 78–96. doi: 10.1080/13632434.2012.724672.
9/9

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12/27/18 EFPM278_279 (SENCO) | University of Exeter

EFPM278_279 (SENCO) View Online

National Award Special Educational Needs Coordination

Altrichter, H. (2007) Teachers investigate their work: an introduction to action research

Armstrong, D. M. and Squires, G. (2012) Contemporary issues in special educational

Audit Commission (2008) ‘Special educational needs / additional educational needs

educational psychologists [in] Educational Psychology in Practice’, Educational Psychology

Clough, P. and Corbett, J. (2000) **Theories of inclusive education: a student’s guide.

Clough, P. and Nutbrown, C. (2002) A student’s guide to methodology: justifying enquiry.

Derrington, C. and Groom, B. (2004) A team approach to behaviour management: a

DfE/DoH (2015) ‘SEN Code of Practice 0-25 [online].’ Available at:

GERSCHEL, L. (2005) ‘The special educational needs coordinator’s role in managing

Goodley, D. (2011) Disability studies: an interdisciplinary introduction. London: SAGE.

‘Improving parental confidence in the special educational needs system: An

Kershner, R. and Chaplain, R. (2012) Understanding special educational needs: a teacher’s

Lloyd, C. (2008) ‘Removing barriers to achievement: A strategy for inclusion or exclusion?

May, H. (2005) ‘Whose participation is it anyway? Examining the context of pupil

Oldham, J. and Radford, J. (2011) ‘Secondary SENCO leadership: a universal or specialist

‘Removing barriers to achievement: The government’s strategy for SEN Ref:

Runswick-Cole, K. and Hodge, N. (2009) ‘**Needs or rights? A challenge to the discourse of

Thomas, G. and Loxley, A. (2007) Deconstructing special education and constructing

Tilstone, C. and Rose, R. (2003) Strategies to promote inclusive practice. London:

Todd, L. (2007) Partnerships for inclusive education: a critical approach to collaborative

Wearmouth, J. (2015) Effective senco: meeting the challenge. Maidenhead: Open

Webster, R. and Blatchford, P. (2013) ‘The educational experiences of pupils with a

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