Responding to Students' Needs in Special Schools in Ireland and England: Findings from Two Schools

Autor/inn/en	Day, Therese; Prunty, Anita; Dupont, Maeve
Titel	Responding to Students' Needs in Special Schools in Ireland and England: Findings from Two Schools
Quelle	In: Journal of Research in Special Educational Needs, 12 (2012) 3, S.141-150 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
DOI	10.1111/j.1471-3802.2011.01210.x
Schlagwörter	School Role; Special Schools; Special Needs Students; Special Classes; Foreign Countries; Case Studies; Interviews; Leadership; Cooperation; Teaching Methods; Disabilities; Educational Policy; Inclusion; Ireland; United Kingdom (England) + Suchen Sie Ihr Suchwort? Special school; Sonderschule; Sonderpädagogischer Förderbedarf; Special class; Sonderklasse; Ausland; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Führung; Führungsposition; Co-operation; Kooperation; Teaching method; Lehrmethode; Unterrichtsmethode; Handicap; Behinderung; Politics of education; Bildungspolitik; Inklusion; Irland
Abstract	As more students with special educational needs attend mainstream schools, it is critical that the role and operation of special schools be examined. This article reports on two case studies, one special school in England and one in Ireland, which formed part of a national review of the role of special schools and special classes in Ireland. Two students, in each case study school, were shadowed and observed during two-day visits by the research team. These students, and everyone belonging to them, were interviewed and relevant documents were analysed. Findings are discussed in terms of responding to students' needs through: organization of teaching and learning, curriculum, leadership, specialist staff, collaboration and links outside the special school. The implications are considered with reference to research, policy and practice and the authors conclude that the evidence provides support for maintaining the special school as an integral part of the continuum of educational provision for students with special educational needs. (Contains 1 table and 2 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10