This paper emerges from an ongoing study which involves a critical analysis of the system of provision for students with disabilities/special educational needs in mainstream schools in the Republic of Ireland, with particular reference to the effective inclusion of such students in mainstream education. The empirical aspects of the study involve, firstly, key informant interviews with strategic personnel within the Irish education system, such personnel representing both service providers and service users. A second empirical aspect of the study involves working intensely with a small number of mainstream schools with a view to exploring, in conjunction with school personnel, the challenges of, and the opportunities for, developing and evaluating more inclusive practices in these schools. The third phase of the study, which is the focus of this paper, is focused at the level of the classroom, with the aim of identifying the factors required at classroom level in order to inclusively teach all pupils. While the methodology for the overall study is theoretically placed within the Organisational Psychology paradigm, this phase of the study adopts an Action Research/Case Study approach involving an in-depth examination, over one academic year, of one First Year, mixed ability group in each of four second level mainstream schools. The aim is to identify the factors which challenge teachers in the creation of an inclusive teaching and learning environment for all pupils in a classroom and to work collaboratively with teachers in addressing and minimising such challenges. It is anticipated that such factors will include, inter alia, individual strengths and needs of pupils, literacy and numeracy skills, learning styles, teaching methodologies, accessibility of textbooks, homework issues, prior school experience, home factors, attendance and behaviour. This paper will outline the rationale for adopting this approach to developing an inclusive school, will explore the methodological issues involved in this approach, including how the effectiveness of the interventions will be measured, and will report on the initial perspectives of participants.

The methodology for this phase of the study involves a combination of focus group interviews, individual interviews and classroom observations and will be informed by information gleaned from questionnaires and interviews which formed part of a previous phase of the study.

The expected outcomes of this phase of the study include an outline of the issues involved in effectively including all pupils in mainstream classrooms in second level schools and of the supports and initiatives required for the creation of an inclusive teaching and learning environment in such classrooms. The perspectives of participants, including teachers, pupils and parents, will also be explored.