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Special and Inclusive Education

A Research Perspective

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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Index

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Assessment assessment for learning 123, 126, 245, 246–248, 256, 258 early literacy assessment 167–183 standardised assessment measures 249, 259 Autistic Spectrum Disorders ASD specific group pedagogic approaches 287–299 Asperger syndrome 303, 422 common pedagogical approaches for students with ASD 295–296, 299, 300 inclusion 85–86, 88, 92, 96–99, 303–304, 306–310, 312 responsive ASD pedagogy 299 Collaboration active participation 368–369, 374–375 co-teaching 422, 424, 427–431 effective communication between home and school 354–356 Individual Education Plan 354, 356– 357, 358–364, 381–392, 421, 431 learning support 398–399 moderate general learning disability 381–382 multi-disciplinary team 384, 388 parents 339–341, 345, 348, 353 planning between learning support and class teachers 398, 403–406 pre-school intervention 339–341, 343–345 pupil participation in the IEP process 356, 361, 363 Special Needs Assistant 421, 425–431 teacher networks 409–417 to support a pupil with SEN 422– 424, 430–431 Communication communication development 213–215 intensive interaction 214–217, 224, 228–229 students with severe and profound GLD 213–214, 228–229 Continuing Professional Development continuum of teacher education 300–301 evaluation of teacher education programmes for ASD 289 teacher efficacy 69–73 teacher perspective 126, 128–131 Curriculum access for Irish language speakers with SEN 134, 141–143, 145–146, 154, 161–162 access to the curriculum 55–56, 61, 63–65, 262, 272, 289–290, 293–300 adapting the curriculum 298–299 inclusion at post-primary for students with moderate...

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