Leadership approaches to inclusive education: learning from an Irish longitudinal study

Ainscow, M., & Sandill, A. (2010). Developing Inclusive Education Systems: The Role of Organisational Cultures and Leadership. International Journal of Inclusive Education 14 (4), 401–416. Ainscow, M., Dyson, A., Goldrick, S. & West, M. (2012). Developing Equitable Education Systems. London: Routledge. Cobb, C. (2015). Principals play many parts: a review of the research on school principals as special education leaders 2001–2011, International Journal of Inclusive Education, 19 (3), 213-234. Daniels, H. and Porter, J. (2010). Learning needs and difficulties among children of primary school age: definition, identification, provision and issues. In R. Alexander (Ed.) The Cambridge Primary Review Research Surveys. London: Routledge. Day, T & Prunty, A. (2015). Responding to the challenges of inclusion in Irish schools, European Journal of Special Needs Education, 30 (2), 237-252. Department of Education and Skills (2011). National Strategy to Improve Literacy and Numeracy among children and young people (2011-2020).Dublin: The Stationery Office. Donohue, D, & Bornman, J. (2014). The challenges of realising inclusive education in South Africa. South African Journal of Education. 34 (2), 10 – 26. Florian, L, & Spratt, J. (2013)., Enacting inclusion: a framework for interrogating inclusive practice. European Journal of Special Needs Education. 28 (2), 119 – 135. Gillham, B. (2005). Research Interviewing: The Range of Techniques. Maidenhead: Open University Press. Government of Ireland (1998). The Education Act. Dublin: The Stationery Office. Government of Ireland (2000). The Equality Act. Dublin: The Stationery Office. Government of Ireland (2004). Education for Persons with Special Educational Needs (EPSEN) Act. Dublin: The Stationery Office. Griffin, S. & Shevlin, M. (2007). Responding to Special Educational Needs. Dublin: Gill & MacMillan. Griffin, S. & Shevlin, M. (2011). Responding to Special Educational Needs. (2nd Edition) Dublin: Gill & MacMillan. Kinsella, W, & Senior, J. (2008). Developing inclusive schools: a systematic approach. In International Journal of Inclusive Education, 12 (5&6), 651-665. Leech, N, & Onwuegbuzie, A. (2007). An array of qualitative data analysis tools: A call for data analysis triangulation. School Psychology Quarterly. 22 (4), 557 - 584 Lindqvist, G., & Nilholm, C. (2013). Making Schools Inclusive? Educational leaders’ Views on How to Work with Children in Need of Special Support. International Journal of Inclusive Education 17 (1), 95–110. Lindqvist, G, & Nilholm, C. (2014). Promoting inclusion? ‘Inclusive’ and effective head teachers’ descriptions of their work, European Journal of Special Needs Education, 29 (1), 74-90, McConkey, R., Kelly, C., Craig, S, & Shevlin, M. (2016). A decade of change in mainstream education for children with intellectual disabilities in the Republic of Ireland. European Journal of Special Needs Education. 31 (1), 96 – 110. NCSE (National Council for Special Education). (2013). Supporting Students with Special Educational Needs in Schools. Trim Co Meath: NCSE. NCSE (National Council for Special Education), (2014). Delivery for Students with Special Educational Needs: A Better and More Equitable Way. Trim, Co Meath: NCSE. O’Gorman, E., Drudy, S., Winter, E., Smith, R, & Barry, M. (2009). Professional Development for Post-Primary Special Educational Needs (SEN), Teachers in Northern Ireland and Republic of Ireland. Report for the Standing Committee Conference on Teacher Education North and South (SCoTENS). Armagh: Centre for Cross Border Studies. O’Gorman, E. & Drudy, S. (2011). Professional Development for Teachers Working in Special Education/Inclusion in Mainstream Schools: The Views of Teachers and Other Stakeholders: A Research Report. Trim, Co Meath: NCSE. O’Donnell, M. (2012) Teachers’ efficacy beliefs for including pupils with special educational needs in Irish mainstream special schools. In T, Day, & J, Travers. (Eds.) Special and Inclusive Education: A Research Perspective. Oxford: Peter Lang. O’Toole, C, & Burke, N. (2013). Ready, willing and able? Attitudes and concerns in relation to inclusion amongst a cohort of Irish pre-service teachers. European Journal of Special Needs Education. 28 (3), 239 – 253 Ring, E, & Prunty, A. (2012). Adapting the curriculum to include learners with autistic spectrum disorders in Irish schools. In T, Day, & J, Travers. (Eds.) Special and Inclusive Education: A Research Perspective. Oxford: Peter Lang. Rose, R., Shevlin, M., Winter, E, & O’Raw, P. (2010). Special and inclusive education in the Republic of Ireland: reviewing the literature from 2000 to 2009. European Journal of Special Needs Education 25 (4), 357 – 371 Rose, R. & Shevlin, M. (2014). The development of case studies as a method within a longitudinal study of special educational needs provision in the Republic of Ireland. Journal of Research in Special Educational Needs. 16 (2) 113 – 121 Rose, R., Shevlin, M., Winter, E., and O’Raw, P. (2015). Project IRIS – Inclusive Research in Irish Schools: A longitudinal study of the experiences of and outcomes for pupils with special educational needs (SEN) in Irish Schools. Trim: National Council for Special Education. Sharma, U., Loreman, T, & Forlin, C. (2012). Measuring teacher efficacy to implement inclusive practices. Journal of Research in Special Educational Needs. 12 (1), 12 – 21. Shevlin, M., Kenny, M, & Loxley, A. (2008). A time of transition: exploring special educational provision in the Republic of Ireland. Journal of Research in Special Educational Needs. 8 (3), 141 – 152. Shevlin, M., Winter, E, & Flynn, P. (2013). Developing inclusive practice: Teacher perceptions of opportunities and constraints in the Republic of Ireland. In International Journal of Inclusive Education 17 (10), 1119-1133. Slee, R. (2013). How do we make inclusive education happen when exclusion is a political predisposition? International Journal of Inclusive Education. 17 (8), 895 – 907 UNESCO (1994). The Salamanca Statement and Framework for Action on Special Needs Education. Paris: UNESCO/Ministry of Education, Spain. (ED-34/WS/18.) United Nations (2006). Convention on the Rights of Persons with Disabilities . New York: UN General Assembly. Vayrynen, S. (2000). Inclusive education: A challenge, a process. Paper presented at ISEC, 2000, Including the excluded, University of Manchester, UK, July 24th-28th, 2000. Accessed on October 27th, 2016 at www.isec.org.uk Walker, Z, & Musti-Rao, S. (2016). Inclusion in high-achieving Singapore: challenges of building an inclusive society in policy and practice. Global Education Review. 3 (3), 28-42 Wedell, K. (2008). “Inclusion: confusion about inclusion: Patching up or system change?” British Journal of Special Education 35 (3), 127–135.