Understanding special educational provision in the Republic of Ireland: implications for support and teaching strategies

Michael Shevlin, Richard Rose

Research output: Contribution to Book/ReportConference Contributionpeer-review

Abstract

This research chapter describes a longitudinal study of special and inclusive education in Ireland. Data were collected from a national survey and field visits to primary, post-primary and special schools across the country. Illustrative case studies were developed in order to provide a picture of the influences of policy and provision on the experiences and outcomes for pupils with a diverse range of needs and abilities. The chapter focuses particularly on quality support available in schools and teacher confidence in responding to the learning needs of children and young people with special educational needs. The findings of the research suggest that there is a commitment to supporting the development of inclusive education provision in schools. Examples were seen of innovative teaching and development of support systems that enable pupils to access both academic and social learning. Teacher confidence in addressing a range of SEN in variable and expertise in this area often resides with specialist teachers rather than across a whole teaching staff. The implication of this research for developing appropriate support and pedagogical strategies is discussed.
Original languageEnglish
Title of host publicationConference Proceedings: The Future of Education
EditorsIan Broinowski
Place of PublicationFlorence, Italy
PublisherLibreria Universitaria
Pages189-193
Number of pages5
Edition5th
ISBN (Print)9788862926201
Publication statusPublished - 1 Jul 2015
EventThe Future of Education - Florence, Italy
Duration: 11 Jun 201512 Jun 2015

Conference

ConferenceThe Future of Education
CountryItaly
CityFlorence
Period11/06/1512/06/15

Keywords

  • Ireland
  • special education
  • inclusive education
  • children with special educational needs

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