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Special and Inclusive Education

A Research Perspective

Edited By Thérèse Day and Joseph Travers

This book fills a gap in the dissemination of practitioner research on special and inclusive education in Ireland. The successful implementation of an inclusive education policy is a process which depends largely on the attitudes, knowledge and competencies of teachers. In this volume, teacher-researchers report on work undertaken within the Special Education Department of St Patrick’s College, Drumcondra, Dublin. The studies are grouped around three key issues: responding to diversity, access to the curriculum and collaboration for inclusion. They offer valuable insights into the challenges and barriers to inclusive education and point to ways that schools can address these challenges from the perspective of small-scale research. The authors draw on a range of research methodologies, from single case experimental design to case studies, in order to illuminate the issues at the level of the individual student, teacher, class and school. The book is relevant to all who have an interest in practitioner research, the implementation of inclusive education and how policy translates in individual contexts.


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Acknowledgements xi Thérèse Day and Joseph Travers Introduction 1 Part I Responding to Diversity 23 John Pringle and Anne McGough School Completion and Resilience: Ref lections on a Case Study from the Perspective of Inclusion 25 Siobhán Kelly and Ann Marie Farrell Making the Transition: Exploring Pupils’ and Parents’ Experiences of the Move from a Special Class in Primary School to Post-Primary Schooling 39 Pauline Kerins and Thérèse Day Factors Inf luencing the Transfer of Pupils with Mild General Learning Disabilities from Mainstream Schools to Special Schools for Pupils with Mild General Learning Disabilities 53 Margaret O’Donnell Teachers’ Ef ficacy Beliefs for Including Pupils with Special Educational Needs in Irish Mainstream Primary Schools 69 vi Aisling Cleary and Geraldine Hayes An Exploration of Irish Teachers’ Perceptions of the Inclusion of Children with Autistic Spectrum Disorders in Mainstream Primary Schools 85 Fionnuala Drudy and Margaret O’Donnell Post-Primary Inclusive Education for Students with Moderate General Learning Disabilities: Perspectives of Teachers and Support Personnel 103 Fiona Cronin and Zita Lysaght Challenges Met When Introducing Assessment for Learning to Students with Dyslexia: A Teacher’s Perspective 121 Niamh Ní Fhoighil and Joseph Travers The Inclusion of Irish-Medium Students with Special Educational Needs 133 Mairéad Ní Chiaruáin and Joseph Travers How Children with Dyslexia Experience Literacy in Irish and English in a Gaelscoil 151 Deirdre Murphy and Joseph Travers Including Young Bilingual Learners in the Assessment Process: A Study of Appropriate Early Literacy Assessments Utilising Both Languages of Children...

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