Abstract:
The purpose of this mixed methods study was to investigate the systems level intervention which
was initiated by an RTLB (Resource Teachers’ of Learning and Behaviour) cluster, through EPF
(enhancing programming funding) and with local Principals’ Association support in order to
improve the SENCo (special education needs coordinator) service (outcomes for students) within
the region. This intervention based on an inclusive paradigm involved creating dedicated SENCo
positions within each of 19 schools involved and assisting in setting up special need’s
committees, gaining release time for SENCos, negotiating and arranging professional
development, developing a reporting system for SENCos, developing interagency collaboration
and fostering a community of practise among the SENCos. This study found that the RTLB
cluster, working collaboratively with the local principals, successfully initiated the EPF
application in order to aid in the creation of the SENCo positions within all of the schools in the
region, along with leading the project of professional development and supporting SENCos in
schools in order to provide a better service for special education students within the region. New
Zealand’s education system historically either ignored students with special education needs or
placed them into special settings. Special education and the Tomorrow Schools policy provided
the next step toward inclusive practices. However, the tools to implement shifts in paradigm are
found through; professional development, communities of practice, collaborative-consultative
approaches, teacher/school change and the management and facilitation of the transfer of
learning. The research clearly indicates that further investigation is needed to understand the role
of the SENCo within New Zealand schools. Is there a place for SENCos in our post Special
Education 2000 schools? Do; release time, PD, professional support and role development affect
the SENCo role and does a SENCo service impact on the service provided to students with
special educational needs? There is much scope for future research within this area. It would be
interesting to follow what happens with this group of SENCos in the long term. A longitudinal
study of this kind would be able to answer questions about the long term implications and
outcomes that may arise. Do the systems put in place lead to more inclusive classroom practices
within the region and better outcomes of the students? Is this fledgling community of practice
maintained and do the SENCos take up the mantle of change agents within their schools? It
would also be worthwhile to look at the other two clusters who have initiated their own versions of this project. Undertaking case studies for schools which create SENCo positions would shed
further light on what works and what doesn’t at the school level and the outcomes for students
with special educational needs.
