Northampton Electronic Collection of Theses and Research

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

Rose, R. and Shevlin, M. (2020) Support provision for students with Special Educational Needs in Irish Primary Schools. Journal of Research in Special Educational Needs. 20(1), pp. 51-63. 1471-3802.

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Rose_Richard_Shevlin_Michael_WOL_2019_Support_provision_for_students_with_Special_Educational_Needs_in_Irish_Primary_Schools
Rose_Richard_Shevlin_Michael_WOL_2019_Support_provision_for_students_with_Special_Educational_Needs_in_Irish_Primary_Schools.pdf - Accepted Version
Information
Abstract:
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.
Uncontrolled Keywords:
/dk/atira/pure/sustainabledevelopmentgoals/quality_education
Creators:
Rose, R. and Shevlin, M.
Date:
1 January 2020
Date Type:
Publication
Page Range:
pp. 51-63
Journal or Publication Title:
Journal of Research in Special Educational Needs
Volume:
20
Number:
1
Number of Pages:
13
Language:
English
DOI:
10.1111/1471-3802.12465
ISSN:
1471-3802
Status:
Published / Disseminated
Refereed:
Yes
Related URLs:
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