Addressing the Professional Development Needs of Teachers Working in the Area of Special Education/Inclusion in Mainstream Schools in Ireland

Autor/inn/en	O'Gorman, Elizabeth; Drudy, Sheelagh
Titel	Addressing the Professional Development Needs of Teachers Working in the Area of Special Education/Inclusion in Mainstream Schools in Ireland
Quelle	In: Journal of Research in Special Educational Needs, 10 (2010), S.157-167 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
Schlagwörter	Educational Needs; Inclusive Schools; Teacher Role; Foreign Countries; Educational Technology; Faculty Development; Special Education; Mainstreaming; Teaching Conditions; Special Needs Students; Teacher Competencies; Teacher Responsibility; Teaching Methods; Teaching Skills; Ireland; United Kingdom + Suchen Sie Ihr Suchwort? Educational need; Bildungsbedarf; Inclusive school; Integrative Schule; Lehrerrolle; Ausland; Unterrichtsmedien; Special needs education; Sonderpädagogik; Sonderschulwesen; Lehrbedingungen; Unterrichtsbedingungen; Sonderpädagogischer Förderbedarf; Lehrkunst; Lehrverpflichtung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Irland; Großbritannien
Abstract	This paper gives an account of one aspect of a recent research project that explored dimensions of inclusion in mainstream schools in Ireland. In particular, the working lives of teachers who have specific responsibility for students with disabilities and/or special educational needs (SEN) in mainstream schools were explored. In Ireland, such teachers are known as learning support or resource or SEN (LS/R/SEN) teachers. The nearest UK equivalent role is that of SEN co-ordinator, but the responsibilities of the Irish LS/R/SEN teacher role are not as formalised and tend to vary in different school contexts. A key aspect of the research project was to explore the professional development requirements of these teachers. The contention emerges that the professional development requested by teachers was supportive of traditional practices and that these practices more properly belonged to a medical model-influenced, deficit approach to special education rather than to an inclusive approach to education. As a consequence, it is argued that, instead of responding to gradually evolving change, an alternative, more revolutionary approach to professional development could be adopted to challenge "conventional wisdom" and promote a truly inclusive education system in Ireland. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10