Special schools provide unique specialist supports for a continuum of complex speical educational needs and disabilities that are not typically available in mainstream settings. The global pandemic of 2020 to 2023 impacted on educational experiences, the role and function of special school provision. Therfore, drawing a need to explore a pathway to future proof the choice of educational provision offered to these children, young people and their families.    The reflective voices and perspectives of special educators from across the island of Ireland are presented in this paper. The research question sought to plot the learning from the global pandemic on teaching and learning experiences in special schools for children and young people with intellectual disability, autism and other neurodevelopmental differences. These voices provide critical/common links and points for reflection on the goal for equity in education. The findings highlight the significant role of the special school setting in a constantly changing landscape (both nationally and internationally) where special education is not seen or valued as a sustainable model of inclusive practice.  

This research project utilised a small scale, two stage, mixed methods approach. Purposive sampling was identified as most appropriate by the research team as we sought to generate knowledge directly from teachers and principals in special education settings in both Southern and Northern Ireland. Ethical approval was sought from both a Southern institution (Hibernia College) and a Northern institution (Ulster University). On receipt of ethical approvals special schools were contacted by email to present the research project intentions, plain language forms, consent forms and invitations to participate. Four schools in Northern Ireland and six schools in Southern Ireland responded. This response rate was considered by the research team and, with respect to the continuing pressure of Covid 19 related absenteeism experienced by special schools, it was decided to accept this low response rate. Stage one was initiated in March 2022 with a Microsoft Forms survey administered to consenting participants (N=19) in both jurisdiction. This survey was designed to capture demographic data and the reflections of teaching and learning during and directly post-pandemic. Stage two consisted of on-line semi-structured interviews (N=7) and these were held from July 2022 to January 2023 at the request of the participants. Data generated from the survey was analysed using both basic descriptive statistics and thematic analysis for open-ended question responses. Data from the semi-structured interviews was analysed using thematic analysis. We engaged in cycles of exploration of all the textual data sets to establish the richness of experiences across the participants and to capture concepts and professional perspectives.

The findings present insightful contributions from special education teachers and principals as they reflect on their experiences and learnings from the Covid 19 pandemic and their return to post-covid realities. The findings highlight: 1. The unique challenges encountered by special education settings 2. Relationships with staff, children, and parents/guardians, the teachers' perceived lack of respect by parents of the teachers role and responsibilities. 3. New (school) recognition of other complex challenges experienced by parents/guardians and their impact on the future nature and role of the special school in 'partnership' with parents as educators. 4. The positive and negative leadership skills of principals in times of crisis 5. The unique role of the special school in actively supporting appropriately inclusive education. 6. The lack of connect expressed by teachers and principals between the active role of the Special school system and the DES interpretation of the role (in the RoI only) 7. Children with complex needs need to be physically present in these setting to maintain a continuum of care and education. 8. Teaching in a special education setting is expressed as a holistic, relational committment and is part of the frontline response.

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