04 SES 04 B, Inclusive Schools
This study aimed to review the system of resource allocation and deployment for pupils with special educational needs (SEN) that operates within the Irish education system. It aimed to explore if the system of provision for these pupils was operating in an equitable, timely, efficient and effective manner and how the additional resources were being deployed in schools in the context of an inclusive education system for pupils with SEN. It also aimed to investigate stakeholders’ perspectives on the perceived effectiveness of the system, with a focus on three key aspects of the system, namely; the application process, the allocation procedures and the methods of deployment of resources in schools. Finally the study sought to identify issues and challenges in the allocation and deployment systems and to identify models of best practice in additional resource provision. The specific research objectives were:
- How effective and efficient is the process of allocating resources?How are schools deploying additional allocated resources?
- What other resources are available in the provision of special education, and how are these being deployed?
- How do schools and parents perceive the effectiveness of resource allocation and deployment in general?
- What major issues arise with regards to resource allocation and deployment?
- What best practices/strategies in relation to resource allocation and deployment exist?
The study was informed by the bio-psycho-social model of disability and SEN, thus locating disabilities and SEN in the context of the interactions between learners and their learning environments. It thus questioned the traditional approach to additional resource allocation, based on diagnostic assessment and categorisation labels. While the study was conducted within an Irish context, it was informed by an analsisi of legislation , policy and practice in other jurisdictions, including site visits to some other countries. The main aim of the study was to conduct a thorough examination of the existing system of resouce application, allocation and deployment in Ireland and to formulate a comprehensive set of recommendations that would inform the future direction of such systems not only in Ireland but also in other jurisddictions.
Allan, J. (2008). Rethinking inclusive education. Dordrecht: Springer. European Agency for Development in Special Needs Education (2010). Special Needs Education Country Data. Denmark & Belgium. Frederickson, N. & Cline, T. (2009). Special educational needs, inclusion and diversity: A textbook. (2nd ed). Maidenhead: Open University Press. Hautamaki, A., Hautamaki,J., & Kupiainen, S., (2010). Assessment in schools – Learning to learn. International Encyclopedia of Education, 3, 268- 272. Kivirauma, J. (2004). Scientific revolutions in special education in Finland. European Journal of Special Needs Education, 19, 2. Ofsted (2004). Special Educational Needs and Disability: Towards Inclusive Schools. Ref. HMI 2276. London: Ofsted Skrtic, T.M. (1991). Students with special educational needs: Artifacts of the traditional curriculum. In M. Ainscow (ed.), Effective schools for all. London: Fulton. Tomlinson, S. (2000) Ethnic minority and education: new disadvantages. In T. Cox (ed.) Combating educational disadvantage: Meeting the needs of vulnerable children. London: Falmer Press.
- 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.