Through a narrative informed study, using concept drawing, ten newly appointed primary school Special Educational Needs Coordinators (SENCOs) drawn from across three Local Authority areas at the start of their compulsory training, reflect upon and share their experiences at this early point in their SENCO career. Their experiences reveal that they like being SENCOs due to the support they provide for their pupils and professional colleagues together with the positive differences they perceive they make in terms of improved outcomes for children with special educational needs (expressed as their ‘Psychological Contract’). However, this is set against a climate which impacts negatively on their ability to meet the requirements of current legislation and statutory guidance (expressed as their Legal Contract). This climate is created through the Contextual Variety which exists between schools as they have their own culture/ethos which can result, as reported in this study, by SENCOs facing an excessive (and increasing) administrative workload, a general lack of resources, limited protected time, limited understanding about the role and special educational needs in general held by their colleagues and limited opportunities to develop as school leaders.

中文翻译：

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新小学特殊教育需求协调员的经验：通过概念图和个人叙述呈现 SENCO 的声音

通过叙述性知情研究，使用概念图，十名新任命的小学特殊教育需求协调员 (SENCO) 在他们的义务培训开始时从三个地方当局地区抽取，反思并分享他们在 SENCO 早期的经验职业。他们的经验表明，他们喜欢成为 SENCO，因为他们为学生和专业同事提供支持，以及他们认为他们在改善有特殊教育需要的儿童的成果方面所做出的积极影响（表示为他们的“心理契约”）。然而，这是针对对他们满足当前立法和法定指导（表示为他们的法律合同）要求的能力产生负面影响的环境而设置的。