The management of special needs and additional support provision in English schools has, over the past twelve years, undergone a period of rapid and significant change. This change has been driven by the introduction of some key legislation and the growing awareness in schools of the debates, issues and practices connected to inclusive education. The main agent for the day-to-day operation, and strategic development, of special needs provision in English schools is the Special Educational Needs Coordinator (SENCo). Guidance in the legislation and the demands of creating a whole-school inclusive community has identified the SENCo as an important member of any school's 'policy-forming/development group and/or senior management team'. It is recognised that when the Special Educational Needs Co-ordinator is able to work with all staff (both teaching and non-teaching) in a school, create and maintain positive partnerships with parents/external support agencies/other schools, have a major input into training & development and participate as a key player in forming whole school policies underpinned by the principles of inclusion the role is a personally fulfilling one which is invaluable to whole-school development and improvement. Unfortunately, in many junior (4 to 11) schools, the SENCo's job is reduced in scope and the teacher with this role has been given little time within the working day to carry out the vital management and development responsibilities connected with it. Many SENCos working in these schools have to balance their whole-school SEN duties with a full teaching commitment; as a result SEN development is limited to the administration of individual education plans (IEPs), annual reviews and record keeping. The planning of support for learning becomes 'ad hoc' and the SENCo finds him/herself torn between the demands of class teaching and the coordination of learning support provision across the school.This paper is designed to present, to a European audience, the 'voice' of Special Needs Co-ordinator's in English schools. Extracts from interviews with SENCos will be reported along with an evaluative commentary. The presenter's aim is for the audience to listen to the voice of these professionals, to be reflective and make their own comparisons with issues concerning the management of learning support and the growing inclusion agenda in their own schools and colleges. ReferencesColes, C. and Hancock, R. (2002) The Inclusion Quality Mark. Public Sector Matters. CambridgeDepartment for Education & Skills (2001) Special Educational Needs Code of Practice. DfES. Nottingham Department for Education & Skills (2001) Inclusive Schooling Children with Special Educational Needs. DfES. NottinghamShuttleworth, V. (2000) The Special Educational Needs Coordinator. Pearson Education. Harlow