Support provision for students with Special Educational Needs in Irish Primary Schools

Richard Rose, Michael Shevlin

    Research output: Contribution to JournalArticlepeer-review


    The provision of support for students with special educational needs in schools is seen as a critical factor in the development of inclusive education. The means through which support is provided, continues to be based upon assumptions that individualized learning approaches may remediate learning difficulties. This paper reports findings from a longitudinal study of provision for students with special educational needs conducted in The Republic of Ireland. The authors identify in‐class and withdrawal approaches to support and consider the impact and efficacy of these. It is suggested that the withdrawal of students from class continues to be a dominant model, and that this approach has limitations and may not be conducive to the promotion of inclusive practice. Drawing upon data obtained through interviews with service users (students and parents/carers), and service providers (teachers, paraprofessionals, principals), and those gained from a national survey, the authors present the authentic voices of individuals to illustrate the experiences and opinions of those directly involved in special education in schools.
    Original languageEnglish
    Pages (from-to)51-63
    Number of pages13
    JournalJournal of Research in Special Educational Needs
    Issue number1
    Early online date10 Jul 2019
    Publication statusPublished - 1 Jan 2020


    • Support Provision
    • In-class support
    • pupils' voice
    • withdrawal provision


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