Northampton Electronic Collection of Theses and Research

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

Shevlin, M. and Rose, R. (2015) Understanding special educational provision in the Republic of Ireland: implications for support and teaching strategies. In: Broinowski, I. (ed.) Conference Proceedings: The Future of Education. 5th. Florence, Italy: Libreria Universitaria. pp. 189-193.

Item Type: Book Section
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.
Additional Information: Published proceedings of the International Conference "The Future of Education" held in Florence, Italy, on 11-12 June 2015.
Uncontrolled Keywords: Ireland, special education, inclusive education, children with special educational needs
Subjects: L Education > LA History of education > LA410 Other regions or countries > LA669.61 Ireland
L Education > LC Special aspects of Education > LC1200 Inclusive education
L Education > LC Special aspects of Education > LC3950 Exceptional children and youth. Special education
Creators: Shevlin, Michael and Rose, Richard
Editors: Broinowski, Ian
Grant Reference Number: National Council for Special Education
Projects: Project IRIS: A Longitudinal Study of Special Educational Needs Provision in Ireland
Publisher: Libreria Universitaria
Faculties, Divisions and Institutes: University Faculties, Divisions and Research Centres - OLD > Faculty of Education & Humanities > Special Education Needs and Inclusion
Faculties > Faculty of Education & Humanities > Special Education Needs and Inclusion
Date: July 2015
Date Type: Publication
Page Range: pp. 189-193
Title of Book: Conference Proceedings: The Future of Education
Place of Publication: Florence, Italy
Language: English
ISBN: 9788862926201
Status: Published / Disseminated
Refereed: Yes
Related URLs:
References: [1] Richardson, J. G. & Powell, J. J.W. (2011): Comparing Special Education: Origins to Contemporary Paradoxes. Stanford, CA: Stanford University Press, XII, 346 S. [2] Government of Ireland (2004) Education for Persons with Special Educational Needs (EPSEN) Act. Dublin: The Stationery Office. [3] Griffin, S. and Shevlin, M., (2011), Responding to Special Educational Needs: An Irish Perspective, Dublin: Gill & MacMillan. [4] Vayrynen, S. (2000). Inclusive education: A challenge, a process. Paper presented at ISEC, 2000, ‘Including the excluded’, University of Manchester, Manchester, UK, 24-28, July 2000. Accessed on March 25th, 2014 at http// [5] Kearns, H, & Shevlin, M. (2006) ‘Initial teacher preparation for special educational needs: policy and practiced in the north and south of Ireland’, Teacher Development 10 (1) 25–42. [6] Florian, L. & Rouse, M. (2009) ‘The inclusive practice project in Scotland: Teacher education for inclusive education’, Teaching and Teacher Education 25 (4) 594 – 601 [7] Jordan, A., Schwartz, E., & McGhie-Richmond, D. (2009). ‘Preparing teachers for inclusive classrooms’, Teaching and Teacher Education, 25 535-542. [8] Hodkinson, A. (2010) Inclusive and special education in the English educational system: historical perspectives, recent developments and future challenges. British Journal of Special Education, 37 (2) 61-67. [9] Mitchell, D. (2001). Paradigm shifts in and around special education in New Zealand. Cambridge Journal of Education, 31 (3) 319-335. [10] Timmons, V. (2006). Impact of a multipronged approach to inclusion: having all partners on side. International Journal of Inclusive Education, 10 (4-5) 468-480. [11] Broderick, A., Mehta-Parekh, H., & Reid, D. (2005). ‘Differentiating Instruction for Disabled Students in Inclusive Classrooms’, Theory into Practice, 44 (3) 94-202. [12] Rose, R, & O’Neill, A. (2009) Classroom support for inclusion in England and Ireland: an evaluation of contrasting models. Research in Comparative and International Education. 4 (3) 250-261.

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