Whats in a name? Academic Support, Learning Support, SEN Teacher

In recent years, the conversation around inclusion in schools has evolved. Many institutions have experimented with new support roles designed to help teachers, directly or indirectly, implement inclusive practices more effectively. Here, I want to think about a new role, or change of title of an old one, something akin to an 'Inclusion Coach'. But what exactly could this role entail, and how would it fit alongside other established positions like instructional coaches, dean of academics, dean of students and/ or student life?

The term “inclusion” itself is debated. Some academics argue that using “inclusion” risks narrowing the role to supporting only students with formal diagnoses, whereas contemporary thinking suggests a broader, more fluid commitment to equity and access for all learners (Florian, 2014; Ainscow, 2020). 

At its core, an inclusion coach could bridge the gap between inclusion policy and practice. Drawing on models such as instructional coaching, cognitive coaching, and MTSS, this role might focus on supporting teachers in planning, differentiating, and implementing teaching strategies that meet the needs of all learners, including those with identified learning differences or other barriers. Similar to instructional coaches, inclusion coaches could observe classroom practice, model strategies, and provide feedback (Knight, 2007). Unlike traditional deans or SEN coordinators, the role of an inclusion coach could be fostering systematic instructional improvements that support teachers, lightening the load. Research indicates that coaching at the planning stage, especially using frameworks like Understanding by Design (UbD), can be particularly impactful (Wiggins & McTighe, 2011). Coaches who collaborate with teachers during unit planning, rather than only observing classroom delivery, help embed differentiated and evidence-based practices before lessons even begin (Knight, 2018). This upstream support may enhance teacher confidence, increase fidelity of implementation, and ultimately improve student outcomes.

However, there are potential drawbacks. Without clear parameters, the role could overlap with existing positions such as instructional coaches, academic deans, or special education coordinators, creating confusion. Teachers may perceive it as “another layer of bureaucracy” rather than practical support, particularly if the role focuses more on observation than collaboration.

Ultimately, the question isn’t whether schools need another title, but how a dedicated support role could genuinely support and develop teaching and learning for all learners. Thoughtful design, clarity about scope, and alignment with evidence-based frameworks like UbD and MTSS may determine whether an inclusion coach becomes a transformative presence or merely a nominal addition to school staffing charts.

References

  • Ainscow, M. (2020). Promoting Inclusion and Equity in Education. Routledge.

  • Florian, L. (2014). Reimagining Special Education: Why New Approaches are Needed. Routledge.

  • Knight, J. (2007). Instructional Coaching: A Partnership Approach to Improving Instruction. Corwin.

  • Knight, J. (2018). The Impact Cycle: What Instructional Coaches Should Do to Foster Powerful Improvements in Teaching. Corwin.

  • Wiggins, G., & McTighe, J. (2011). The Understanding by Design Guide to Creating High-Quality Units. ASCD.

#InclusionCoach #InclusiveEducation #EducationalLeadership #InstructionalCoaching #CognitiveCoaching #MTSS #UbD #TeacherSupport #Differentiation #EquityInEducation #SchoolImprovement #InclusivePractices #LearningForAll

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