This paper explores factors influencing leadership for inclusive and special education in secondary schools (for students aged between 12-18 years) in Ireland. Specifically, it spotlights the role of the Special Educational Needs Coordinator (SENCO), the teacher often tasked with leading provision. A qualitative study involving interviews with principals and SENCOs in six schools was undertaken. The complexity of the SENCO role is revealed in findings which capture inherent tensions associated with attempts to formalise it in a system promoting a universal response to inclusive education, while also providing special education. Hornby's model of Inclusive Special Education (2015) is used to interrogate findings and provide a framework for further conceptualisation of the role in a system where inclusive and special education co-exist. Notwithstanding tensions, this study argues strongly for formal recognition of the SENCO role and advocates the development of SENCOs' leadership capacity within an integrated system promoting a collective approach to inclusive special education. It presents a conceptual model of the SENCO role which serves as a framework for further debate, refinement and discussion about the SENCO role.