Support Provision for Students with Special Educational Needs in Irish Primary Schools

Autor/inn/en	Rose, Richard; Shevlin, Michael
Titel	Support Provision for Students with Special Educational Needs in Irish Primary Schools
Quelle	In: Journal of Research in Special Educational Needs, 20 (2020) 1, S.51-63 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shevlin, Michael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
DOI	10.1111/1471-3802.12465
Schlagwörter	Foreign Countries; Special Needs Students; Inclusion; Children; Special Education; Student Attitudes; Parent Attitudes; Teacher Attitudes; Administrator Attitudes; Class Organization; Elementary Schools; Ireland + Suchen Sie Ihr Suchwort? Ausland; Sonderpädagogischer Förderbedarf; Inklusion; Child; Kind; Kinder; Special needs education; Sonderpädagogik; Sonderschulwesen; Schülerverhalten; Elternverhalten; Lehrerverhalten; Elementary school; Grundschule; Volksschule; Irland
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01