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Support provision for students with Special Educational Needs in Irish Primary Schools
Author(s) -
Rose Richard,
Shevlin Michael
Publication year - 2020
Publication title -
journal of research in special educational needs
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.543
H-Index - 27
ISSN - 1471-3802
DOI - 10.1111/1471-3802.12465
Subject(s) - irish , special educational needs , promotion (chess) , special education , class (philosophy) , special needs , inclusion (mineral) , psychology , pedagogy , service (business) , mainstreaming , medical education , mathematics education , medicine , political science , social psychology , philosophy , economy , artificial intelligence , politics , computer science , law , economics , linguistics , psychiatry
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.