Session Information
Contribution
This paper gives an overview of an evaluation of the legislation, policies and resource allocation models for students with special educational needs and disabilities which prevail in other jurisdictions, with a view to informing policy and practice in the Republic of Ireland.
A main aim of the study on which this paper is based is to evaluate and compare various models of resource allocation and to formulate specific recommendations for the future development of appropriate and effective resource allocation models of provision of inclusive education in the Republic of Ireland.
Method
1. A critical examination of legislation, policies and practices prevailing in other countries where it is perceived that models of best practice of provision for students with special educational needs/disabilities are in existence. This included international site visits.
2. Identification of the types of existing models of resource allocation in Ireland, and to evaluate their effectiveness with regard to students with SEN/disabilities.
3. Administration of questionnaire surveys and targeted interviews to administrators/principals and teachers involved in the delivery of educational provision for students with disabilities/special educational needs in a variety of educational settings which are catering for pupils with disabilities/special educational needs exclusively in mainstream settings.
Expected Outcomes
The intended output of this study is a comprehensive report containing detailed recommendations for the future development of resource allocation models in an inclusive co-ordinated system of education and support, with clear reference to legislation, policy and provision for students with disabilities/special educational needs in the Republic of Ireland.
References
Ainscow, M. (2000): The next step for special education: supporting the development of inclusive practices. British Journal of Special Education, 27 (2): 76-80. Thomas, G. and Vaughan, M. (2004) Inclusive education: readings and reflections. Maidenhead: Open University Press. Hargreaves, A. and Fullan, M. (1998) What's worth fighting for out there? Teachers College Press. Clark, C., Dyson, A., Millward, A. and Robson, S. (1999): Theories of inclusion, theories of schools: deconstructing and reconstructing the ‘inclusive school’. British Educational Research Journal, 25 (2): 157-77.
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.