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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. 相似文献
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Privacy has been defined as “the protective buffer within which people can avoid another party’s taking something from them, keeping watch over them, or entering into their lives in a way that is both unwelcome and undesirable”. It is a premise of this paper that such a position needs to be taken very seriously in contemporary society, and particularly in the case of schools, as school personnel have the capacity to engage in practices which show great disregard for individual and family privacy. This is illustrated in the case of primary school education in the Republic of Ireland. Particular attention is paid to assessment, pedagogical and curricular practices that derive from patterns of systematic and mandatory disclosure that are confessional, performative and public. 相似文献
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Julius B. Shevlin 《Research quarterly for exercise and sport》2013,84(3):704-707
Abstract This study was designed to determine if intrinsically programed materials and techniques can be effectively used to teach a health education unit to secondary school students, and to compare levels of achievement resulting from the utilization of programed materials as opposed to traditional classroom methods. Twelve secondary school health education classes in New York City, involving 343 students, were divided into matched groups. Branched, self-teaching materials on the topic of alcohol education were presented to the experimental group to be studied at home for a 3-day period without recourse to classroom instruction. The control group was taught the topic in a 3-day unit utilizing traditional classroom teaching techniques. The results of the achievement test administered at the conclusion of the unit indicate that branched or intrinsically programed materials and techniques can be effectively used in the teaching of a secondary school health education unit and that in this particular investigation the experimental group learned significantly more than the control group. 相似文献
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Enabling pupils with special educational needs to participate more fully in the assessment, planning and evaluation of their own learning has become a principle enshrined within the legislation of many countries in recent years. Educational policy in both England and the Republic of Ireland has recognised the desirability of increased pupil involvement, and this is reflected in policy documents and in legislation which highlights the requirement of schools to take greater account of the views of pupils. This paper documents the approaches to increased pupil involvement in decision‐making adopted in England and Ireland and provides an overview of the key challenges that face policy‐makers and educators in ensuring meaningful participation for children and young people with special educational needs. 相似文献
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When developing case studies within a longitudinal study of special educational needs provision within the Republic of Ireland, the authors were conscious of the critiques of the use of this approach within educational research. The difficulties associated with generalisation, challenges of ensuring trustworthiness and the possibilities of researcher bias have been identified as limiting factors in the presentation of case study data. In order to confront these limitations, the researchers developed a framework for case study development that aimed to provide a secure database and trustworthy interpretation in order to make assertions in relation to special educational needs provision. This paper describes this process and suggests that the need to develop safeguards in order to present case studies that have high degree of credibility is essential when using this approach. Furthermore, the transparency of research methods, a significant omission in many reports of research, is necessary in order to demonstrate the trustworthiness of data. 相似文献
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Amos Draw v3.51. SmallWaters Inc., 1507 East 53rd Street, Suite 452, Chicago, IL. MS® Windows® 3.x, 95, NT. Chartist v1.7. NovaGraph, Inc., P. O. Box 80115, Richardson, TX. MS® Windows® 3.x, 95, NT. Microsoft PowerPoint v7. Microsoft Corp., One Microsoft Way, Redmond, WA 98052–6399. MS® Windows® 3.x, 95, NT. EQS v5.3. Multivariate Software, Inc., 4924 Balboa Boulevard, #368, Encino, CA. Windows® 3.x, 95, NT; Mac® OS 7.0 (and above). MS Paint. (Packaged with Windows® 3.x, 95). Visio v1.0. Visio Corp., 520 Pike Street, Suite 1800, Seattle, WA 98101. MS® Windows® 3.x, 95, NT. 相似文献
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M. C. M. Ehren F. J. G. Janssens M. Brown G. McNamara J. O’Hara P. Shevlin 《Journal of Educational Change》2017,18(3):365-383
Across Europe schools and other service providers increasingly operate in networks to provide inclusive education or develop and implement more localized school-to-school improvement models. As some education systems move towards more decentralized decision-making where multiple actors have an active role in steering and governing schools, the tasks and responsibilities of Inspectorates of Education must also change. This paper reflects on these changes and suggests ‘polycentric’ inspection models that fit such a decentralized context. Examples of inspection frameworks and methods from Northern Ireland, England and the Netherlands are provided, as well as a brief discussion of the potential impact of such ‘polycentric’ models. 相似文献
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‘Close the door on your way out’: parent perspectives on supported transition planning for young people with Special Educational Needs and Disabilities in Ireland 
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下载免费PDF全文 Alison Doyle Conor Mc Guckin Michael Shevlin 《Journal of Research in Special Educational Needs》2017,17(4):274-281
Students with Special Educational Needs and Disabilities encounter complex and circuitous transitions from post‐primary settings to Higher Education. In Ireland, inequitable access to Individual Education Plans, and a lack of policy infrastructure to provide formal transition planning, means that these journeys are varied and uncertain. This study presents findings from surveys completed by parents supporting students with disabilities in their final 3 years of mainstream secondary school (n = 69), and in‐depth interviews with a self‐selected subset of parents (n = 8). Results point to: (i) disparate levels and quality of support and guidance, (ii) fissures in communication channels between parents and schools, (iii) insufficient awareness and understanding of the interplay between disability and successful post‐school outcomes, and (iv) high levels of stress, anxiety and frustration experienced by students, parents and carers. 相似文献
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Provision for pupils with special educational needs in Ireland has undergone considerable change and review in the first decade of the twenty‐first century. In response to international demands for a more equitable education system that recognises diversity and considers how schools might address the needs of pupils who have been previously marginalised, Irish legislation has focused upon the development of inclusive schooling. Researchers during this period have endeavoured to understand how responses to the demand for greater inclusion have impacted upon the perceived need for change. This paper reviews the research literature for this period and identifies four key themes under which research has been conducted. The literature pertaining to these themes is explored and a possible agenda for future researchers identified. 相似文献