Leadership approaches to inclusive education: learning from an Irish longitudinal study

Michael Shevlin, Richard Rose, Marion Milton (Editor)

Research output: Contribution to Book/ReportChapter

Abstract

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.
Original languageEnglish
Title of host publicationInclusive Principles and Practices in Literacy Education
Place of PublicationBingley
PublisherEmerald Publishing
Pages53-67
Number of pages288
Volume11
ISBN (Print)9781787145900
Publication statusPublished - 13 Jul 2017

Publication series

NameInternational perspectives on inclusive education

Keywords

  • Inclusive education
  • Ireland.
  • learning outcomes
  • school processes
  • special educational needs

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  • Cite this

    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.