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The Role of the Special Services Coordinator in Dutch Primary Schools

A Counterproductive Effect of Inclusion Policy

University of Nijmegen, UNILO, P.O.Box 9103, 6500 HD Nijmegen, The Netherlands.[J.Imants{at}unilo.kun.nl]

Geerdina M. Van der Aalsvoort

Cornelis J. De Brabander

Aloysius J.G.M. Ruijssenaars

The focus of this study is the role of the special services coordinator in Dutch primary schools, whose function is to act as a consultant for colleagues regarding students with special needs, and to coordinate the delivery of special services in the school. The question is how the new role is interpreted in primary schools, and whether this interpretation will provoke counterproductive effects. This question is answered by means of an exploratory study in 12 primary schools. The study consists of a survey and interviews with special service coordinators, principals and teachers of Grade 3. Findings suggest that the interpretation of this new role promotes the development of a separated system of special education within the regular school. The delivery of services for students with special needs remains the exclusive task of specialists, and classroom teacher’s learning is not promoted. To promote inclusive education the professional aspects of the special service coordinator’s role as a consultant should be strengthened, and the middle management aspects of the role should be kept in the background.

Educational Management Administration & Leadership, Vol. 29, No. 1, 35-48 (2001)
DOI: 10.1177/0263211X010291003


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