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

0Citations
Citations of this article
13Readers
Mendeley users who have this article in their library.

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.

Cite

CITATION STYLE

APA

Rose, R., & Shevlin, M. (2020). Support provision for students with Special Educational Needs in Irish Primary Schools. Journal of Research in Special Educational Needs, 20(1), 51–63. https://doi.org/10.1111/1471-3802.12465

Register to see more suggestions

Mendeley helps you to discover research relevant for your work.

Already have an account?

Save time finding and organizing research with Mendeley

Sign up for free