Includes bibliographical references and index.

Introduction / Mhairi C. Beaton, Geraldene N. Codina and Julie C. Wharton -- Inclusive relationships : creating the space for each other / Jonathan Rix -- The language of SEND : implications for the SENCO / Geraldene N. Codina and Julie C. Wharton -- The SENCO as a leader of professional learning for inclusive practice / Deborah Robinson -- The future of SEND in England : what next? / Brian Lamb (OBE) -- Inclusion and school exclusion : key issues for SENCOs in England / Lynda Kay and Tristan Middleton -- Inclusion in the early years / Angela Scott -- Social emotional and mental health / Lisa O'Connor -- Pupils with social, emotional and mental health (SEMH) needs : the role of the special educational needs coordinator (SENCO) in meeting the inclusion challenge / Dennis Piper -- Medical conditions / Lorna Hughes -- Person-centred approaches / Angela Scott -- The SENCO role : leading on assessment / Tracy Edwards and Mhairi C. Beaton -- Education, health care plans / Louise Arnold and Janet Hoskin -- Multi-professional meetings : SENCOs reflections on the empty chairs at the table / Helen Ackers -- Working with families / Gianna Knowles -- Working in partnership with parents / Becky Edwards and Heather Green -- SENCOs and social workers : working together / Julie C. Wharton -- Hearing their voices : the role of SENCOs in facilitating the participation of all learners / Mhairi C. Beaton -- Developing SENCO resilience : understanding and meeting the challenge of the role / Helen Curran.

"This comprehensive resource offers a range of perspectives on inclusion, allowing Special Educational Needs Co-ordinators the opportunity to consider the principles and practice that underpin their leadership role. Offering a blend of academic and professional knowledge, each chapter considers different aspects of the role of SENCo, and supports areas that will be considered as part of the National Award for SENCos. Key topics include the importance of SEND provision, the SENCo and leadership, and multidisciplinary practice. Key features of this book include: Contributions by leaders of the National Award for Special Educational Needs Co-ordinators working with trainee SENCos across the country; A focus on encouraging SENCos to think deeply about their own individual practice through engagement with cutting-edge research; A flexible structure that can be read as a whole, or dipped in and out of as professional learning need requires. This book provides an opportunity for the audience to engage with a multiplicity of voices and approaches, allowing the reader to critically explore their role as leaders of SEND provision in schools. It is an invaluable resource both for students and those already within the role of Special Educational Needs Co-ordinator"--