The effective functioning of SENCO in Hong Kong

Abstract

The introduction of Special Educational Needs Coordinator (SENCO) in Hong Kong mainstream schools is a recent phenomenon. Accordingly, schools are required to have a SENCO who has completed a two-year professional training program. A SENCO is expected to lead the supportive measures taken by the school for students with special educational needs (SEN) for their improved learning. Identifying students with SEN and providing them with appropriate support through effective coordination with teachers, other school staff, parents, communities and professionals are the main functions of SENCO. Against the backdrop of international practices and the experiences of preparing SENCO professionals and their practical engagement in school, this chapter aims to discuss the effective functioning of SENCO in Hong Kong schools. Various factors that may facilitate or hinder the effective functioning of SENCO will be highlighted, and recommendations for improvement will be offered.