More children with special needs go to regular schools in Belgium. The special needs coordinator (SENCO) support teachers in adapting their approach so all children can participate (Cole, 2008). Teachers look at SENCOs as experts, an extra pair of hands, and expect quick answers and disability knowledge. In order to meet this expectations SENCOs give advice and take over tasks. They support in a compensating way but on the long term the  participation and belonging of the child with special needs doesn’t increase.  So at the end the teacher doesn't feel supported and the efforts of the SENCO are not rewarded.

This also means that in this way the role of the SENCO, conflicts with developing inclusive schools. By installing a function of a SENCO, a whole system of different categories and certain ways of interaction (children with special needs, a special approach, …) is inducted. The focus is on difference that leads to binary thinking in terms of normal/ abnormal- able/ disabled and to correct/fix  the deficits. In the support the responsibility for working with the child with special needs is given to the special needs coordinator.  The categories (SENCO / teacher) our seen in a opposite (sometimes hierarchical) position.

This means that support has to be provided in a different way. Teachers has to be seen as researchers of their daily practice, investigating what works and doesn't work in working with the child with special needs. In this approach  the SENCO is a critical friend, who facilitates the reflection of the teacher. The focus in the support  is not on the impairment/ deficit  but ‘on the child IN context’. 

The research question : When can the SENCO take up the role of a critical friend and what does it mean for their position?

Davies, B., & Gannon, S. (2009). Pedagogical Encounters, New York: Peter Lang. Davies, B. (2011) Open listening: creative evolution in early childhood settings. International Journal of Early Childhood, 43(2),119-132.