The Language of SEND: Implications for the SENCO

Book chapter


Codina, Geraldene and Wharton, Julie C. 2021. The Language of SEND: Implications for the SENCO. in: Leading on Inclusion Routledge.
AuthorsCodina, Geraldene and Wharton, Julie C.
Abstract

The central tenet of this chapter is that language matters. Over the centuries as human beings have represented and categorised both themselves and others in different ways, so interpretations and the language of disability (physical and learning) shape-shifts altering through time (Goodey, 2016). The language of disability and the societal and political values which underpin it are therefore not cross-historical – let two or three generations pass and the labels associated with disability alter. Sometimes such changes in language usage can seem little more than semantic fashion or a professional challenge to keep up-to-date with. The language of disability is however more than fashion and political correctness (Mallett and Slater, 2014), for words gain their meaning from the manner in which they are used (Wittgenstein, 2009). This chapter argues the language of special education shapes SENCOs’ values, expectations, assumptions, responses and practice. Through an exploration of historical and current language usage, this chapter analyses the language of special education and the implications for the school community.

KeywordsInclusion; SEND provision
Year2021
Book titleLeading on Inclusion
PublisherRoutledge
ISBN9780367821463
Web address (URL)http://hdl.handle.net/10545/625706
http://creativecommons.org/licenses/by-nc-nd/4.0/
hdl:10545/625706
File
File
File Access Level
Open
File
File Access Level
Open
Publication dates22 Apr 2021
Publication process dates
Deposited15 Apr 2021, 10:16
AcceptedJan 2021
Rights

Attribution-NonCommercial-NoDerivatives 4.0 International

ContributorsUniversity of Derby and University of Winchester
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