Allocating resources to support learners with special educational needs: can we ever get it right? Learning from international research

Rose, R. (2017) Allocating resources to support learners with special educational needs: can we ever get it right? Learning from international research. Reach: Journal of Special Needs Education in Ireland. 30(2), pp. 85-87.

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Item Type:	Article
Abstract:	This brief article is a response to a lead paper Why Change How Additional Teaching Resources are Allocated to Schools? written by Mary Byrne, Head of Special Education at the National Council for Special Education in Ireland. It offers a broad overview of why the provision of resource allocation models usually fall short of meeting the needs of teachers, parents and schools.
Uncontrolled Keywords:	Inclusion, special educational needs, resources, Ireland
Subjects:	L Education > LA History of education > LA410 Other regions or countries > LA669.61 Ireland L Education > LC Special aspects of Education > LC3950 Exceptional children and youth. Special education
Creators:	Rose, Richard
Publisher:	Irish Association of Teachers in Special Education
Faculties, Divisions and Institutes:	University Faculties, Divisions and Research Centres - OLD > Research Centre > Centre for Special Needs Education and Research University Faculties, Divisions and Research Centres - OLD > Research Centre > Centre for Education and Research Research Centres > Centre for Education and Research
Date:	5 June 2017
Date Type:	Publication
Page Range:	pp. 85-87
Journal or Publication Title:	Reach: Journal of Special Needs Education in Ireland
Volume:	30
Number:	2
Language:	English
Status:	Published / Disseminated
Refereed:	Yes
Related URLs:	Organisation
References:	Anastasiou, D., Kauffman, J.M. & Di Nuovo, S. (2015) Inclusive education in Italy: description and reflections on full inclusion. European Journal of Special Needs Education 30, (4), 429–443 Forlin, C. (2001) Inclusion: identifying potential stressors for regular class teachers Educational Research 43, (3), 235–245 Giangreco, M. F., Doyle, M. B. & Suter, J. C. (2012. “Demographic and Personnel Service Delivery Data: Implications for Including Students with Disabilities in Italian Schools.” Life Span and Disability: An Interdisciplinary Journal 15, (2), 97–123. Lundqvist, G., Allodi Westling, M. & Siljehag, E. (2015) Inclusive education, support provisions and early childhood educational pathways in the context of Sweden: a longitudinal study. International Journal of Special Education. 30, (3), 3 - 16 Peters, S. (2003) Inclusive Education: Achieving Education For All by Including Those With Disabilities and Special Education Needs. The Disability Group, The World Bank. Accessed April20, 2017. http://www.hiproweb.org/fileadmin/cdroms/Education/Education IntegreeEN.pdf. Reback, R., Rockoff, J, & Schwartz H. (2014) Under pressure: job security, resource allocation, and productivity in schools under No Child Left Behind. American Economic Journal: Economic Policy 6, (3), 207–241 Rix, J., Sheehy, K., Fletcher-Campbell, F., Crisp, M, & Harper, A. (2013) Exploring provision for children identified with special educational needs: an international review of policy and practice. European Journal of Special Needs Education, 28, (4), 375–391. Webster, R. (2014) The 2014 Code of Practice: how research evidence on the role and impact of teaching assistants can inform professional practice. Educational Psychology in Practice . 30, (3), 232 -237
URI:	http://nectar.northampton.ac.uk/id/eprint/9814

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