Exploiting computer-mediated communication to support in-service professional development: The SENCO experience

Abstract

The focus of this article is a case study of the project set up to support special educational needs coordinators (SENCOs) in schools in England and Wales. Following a discussion of the professional imperatives placed upon SENCOs in order for them to perform their role in mainstream schools, there is an overview of some current practice in the United Kingdom (UK) and overseas, including examples of in-service support for teachers in schools using computer-mediated communication (CMC). Evidence is then drawn from the case study to show how CMC, in the form of a mailing list and access to email, has been used to support the professional development of SENCOs. Preliminary conclusions are drawn about the extent to which CMC elements of the project meet certain indicators for success, through reference to the literature and evaluations of the project. © 1998 Taylor & Francis Group, LLC.