While national policies generally support the development of inclusive learning environments, schools can struggle to implement these policies in practice. This longitudinal study offers a unique opportunity to examine at ground level the strengths and limitations of school attempts to implement inclusive practices in relation to children and young people who have special educational needs. This chapter will address the following: government and school policies addressing provision for children and young people with special educational needs; school leaders and implementing policies in practice; types of support provision developed to support those who have literacy difficulties.
|Title of host publication||Inclusive Principles and Practices in Literacy Education|
|Place of Publication||Bingley|
|Number of pages||288|
|Publication status||Published - 13 Jul 2017|
|Name||International perspectives on inclusive education|
- Inclusive education
- learning outcomes
- school processes
- special educational needs
Shevlin, M., Rose, R., & Milton, M. (Ed.) (2017). Leadership approaches to inclusive education: learning from an Irish longitudinal study. In Inclusive Principles and Practices in Literacy Education (Vol. 11, pp. 53-67). (International perspectives on inclusive education). Emerald Publishing.