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.

Texts
Information

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9814:20301

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9814:20301

Journal Article
Allocating Resources to Support Learners with Special Educational Needs.pdf - Accepted Version
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Information

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, R.

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:

Number:

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