Experiences and Outcomes for Pupils With Special Educational Needs: Findings From A Longitudinal Study In The Republic Of Ireland

Author(s):

Michael Shevlin(presenting / submitting)Richard Rose

Conference:

ECER 2015

Network:

04. Inclusive Education

Format:

Paper

Session Information

04 SES 10 A, Evaluating Inclusion

Paper Session

Time:

2015-09-10

15:30-17:00

Room:

205.Oktatóterem [C]

Chair:

Iulius Rostas

Contribution

Within Ireland the development of provision for students with special educational needs (SEN) in common with that in other European and international administrations has endeavoured to address issues of equity and equal opportunity by embracing a more inclusive education philosophy. In recent years a government department, the National Council for Special Education (NCSE) with specific responsibilities for the welfare of children in Ireland has introduced policies addressing the needs of children along with strategies for their implementation and processes of review. Substantial resources have been dedicated to the creation of an infrastructure to support the education of children and young people with special educational needs at national and school level.

Internationally and within Ireland an increased emphasis on providing demonstrable outcomes in education for all children and young people including those with special educational needs has been seen as a priority (OECD, 2011, NCSE, 2012, Quin, 2005). Information from such research has been used to shape policy and provision in many countries and it is therefore appropriate that a review of how special educational provision has been conceptualised and delivered within Irish schools over an extended period of time should be conducted. Project IRIS (Inclusive Research in Irish Schools) comprised a longitudinal research study spanning three years which investigated how special education is provided within a range of Irish primary, post-primary and special schools. In particular, this study focused on how support is structured and delivered within schools and how this support is experienced by students with special educational needs (SEN) and their families.

The National Council for Special Education (NCSE) commissioned this research to provide an understanding of how inclusive education policy is being implemented and the provision made by schools in addressing the special educational needs of pupils. In addition this longitudinal study over a three year period investigated the experiences of pupils and parents in receipt of special education and the learning outcomes of pupils. The key research questions addressed in this paper consisted of:

What are the educational experiences of pupils/students with a variety of SEN in the classroom in different cycles of education and school type?
What are the outcomes (including formal and informal outcomes) and associated benefits and drawbacks for the pupil/student from their educational experiences?

Method

Phases of research study: 1. A review of Irish and international literature was conducted to inform the development of research instruments and to provide an overview of special educational needs provision. A detailed thematic analysis of the literature assisted in shaping questions for a national survey and for interviews conducted with service users and providers in case study schools. 2. An electronic survey of a representative sample of schools gathered data from schools in all phases across the country in 2011. 3. Focus groups were conducted with service providers, and support groups, including school principals, psychologists from the National Educational Psychological Service (NEPS), providers of teacher training, and disability groups. The findings from these groups assisted the research team in refining research instruments prior to visiting case study schools. 4. Case studies were developed in ten primary, ten post primary and four special schools. These were identified through a stratified sampling procedure to ensure that a wide variety of school types, geographical location and school size was achieved. Each case study school was visited twice by two or more researchers with a minimum of one year between visits in order to gain a picture of developments over that period. First visits to schools were made between September 2011 and March 2012 with follow up visits 12 to 18 months later. Pupils identified in each case study school provided a hub around which interviews were conducted with all professional personnel and parents. A total of 158 pupils formed the case study sample, this comprised 77 primary, 56, post primary and 25 special school pupils. During case study school visits interviews were conducted with school staff, parents, pupils and other service providers, including those from the Health Service Executive (HSE). Observations were made of children working in classroom and withdrawn situations and also during social activities during the school day. A scrutiny of school documentation including policy documents, individual education plans (IEPs), pupil records and testing and assessment data was made to inform the research team about pupil progress and learning outcomes.

Expected Outcomes

1. Experiences Most of parents were satisfied with the academic and social experiences provided to their children. Home school interactions in all types of schools were generally seen to be positive. Primary pupils were generally positive about their school experiences and were involved in social and extra-curricular activities. Pupils in post-primary schools were increasingly aware of the challenges of keeping up with curricular demands. 2. Outcomes In the Project IRIS study, schools used a series of standardised tests as required by the DES. However, it was evident that these types of tests were not always appropriate for measuring the academic progress of pupils with special educational needs, with considerable variability between and within schools on learning assessment practices and policies and the inconsistent application of assessment practices. Most pupils with SEN in this study achieved positive academic outcomes as they progressed through their primary education, however, as pupils got older and were presented with more formalised learning tasks they fell behind their peers in respect of their attainment. Behaviour difficulties presented a major challenge to attainment and engagement in, learning for pupils with SEN in both primary and post primary schools. In post primary schools most pupils made academic progress, though often significantly below that achieved by their peer group. Most pupils with SEN had a satisfactory school attendance record. Social outcomes appeared to be more positive as children get older though there are persistent difficulties for some pupils particularly those with a diagnosis of EBD or ASD. Pupils were generally encouraged to attain an appropriate level of independence, however in some instances pupils were seen to become over dependent upon SNA support. In post-primary schools, pupils with ASD and some with EBD continue to have difficulties with social engagement as a result of poor communication skills.

References

Banks, J., Byrne, D., Mc Coy, S. & Smyth, E. (2010). Engaging Young People? Student Experiences of the Leaving Certificate Applied Programme. Dublin: The Economic and Social Research Institute (ESRI) and National Council for Curriculum and Assessment (NCCA). Blackorby, J., Knokey, A., Wagner, M., Levine, P., Schiller, E., & Sumi, C. (2007). SEELS: What makes a difference? Influences on outcomes for students with disabilities. Accessed April, 24th, 2013, from http://www.seels.net/infoproduct.htm. Cameto, R., Levine, P. & Wagner, M. (2004) Transition planning for students with disabilities, A special topic report of findings from the National Longitudinal Transition Study-2 (NLTS2), California: SRI International. Douglas, G. Travers, J. McLinden, M. Robertson, C. Smith, E. Macnab, N. Powers, S. Guldberg, K. McGough, A. O’Donnell, M. & Lacey, P. (2012) Measuring Educational Engagement, Progress and Outcomes for Children with Special Educational Needs: A Review. Trim: National Council for Special Education. Drudy, S, & Kinsella, W. (2009) Developing an inclusive system in a rapidly changing European society. International Journal of Inclusive Education. 13 (6) 647 – 663 Dworet, D. & Bennett, S. (2002) ‘A view from the north: special education in Canada’, Teaching Exceptional Children, 34 (5) 22–27. Humphrey, N. & Squires, G. (2011b) Achievement for All National Evaluation: Final Report. Nottingham: DFE Publications. Lewis, A., Davison, I., Ellins, J., Niblett, L., Parsons, S.,Robertson, C., & Sharpe, J. (2007). ‘The experiences of disabled pupils and their families’, British Journal of Special Education, 34 (4) 189-195. Meijer, C.J.W. (2010). Special needs education in Europe: inclusive policies and practices. Accessed on 21st April 2014 from http://www.inklusion online.net/index.php/inklusion/article/viewArticle/56/60 Meijer, C., Soriano, V. & Watkins, A. (2003). Special needs education in Europe: Inclusive policies and practices. In Special needs education in Europe, Thematic publication (pp.7-18). Middelfart, Denmark: European Agency for Development in Special Needs Education. Rose, R., Shevlin, M., Winter, E, & O’ Raw, P. (2010) Special and inclusive education in the Republic of Ireland: reviewing the literature from 2000 to 2009. European Journal of Special Needs Education, 25 (4) 357-371. Rose, R., Shevlin, M., Winter, E., O’ Raw, P. and Zhao Y., (2012), Individual Education Plans in the Republic of Ireland: an emerging system, British Journal of Special Education, 39 (3) 110-116.

Author Information

Michael Shevlin (presenting / submitting)

Trinity College

Education

Dublin

Richard Rose

University of Northampton

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