Despite strong evidence supporting the full inclusion of students with disabilities in mainstream schools and an international shift toward a rights-based approach to inclusive education (UN, 2006), autism-specific special classes have grown exponentially in the Republic of Ireland (RoI) (Travers, 2023). This trend continues despite limited evidence supporting the effectiveness of the special class model (Shevlin & Banks, 2021) and contrary to Ireland's obligations under the UN Convention on the Rights of Persons with Disabilities, which was ratified in 2018. In response to the ratification of the UNCRPD, policy advice recommended that there should be a gradual transition to a fully inclusive education system in the RoI (NCSE, 2024). However, rather than decreasing, the proportion of students in separate specialist provision has continued to rise and is projected to nearly double—from 2.7% to 5% of the school-going population—by 2030 (O’Brien, 2024). In this context, research is needed to assess whether learners in autism special classes experience an inclusive and equitable education. There is limited research on the extent to which these classes support students’ presence, participation, and achievement (Ainscow, 2020). In order to make comparisons across school contexts, this research adopted a multi-site case study to explore the benefits and challenges of autism-specific special classes from the perspective of multiple stakeholders. It included school leaders, teachers, care staff, pupils, and parents across six autism special classes located in four mainstream primary schools. It sought to identify how pupils and their parents, teachers, care staff and principals viewed their experience of the special (autism) class and the perceived benefits and challenges associated with special classes as experienced by stakeholders.

The research includes the voices of children as the project set out to meet moral and ethical obligations to include the voices of children in research on inclusion. This is underpinned by the UNCRPD and the Irish National Strategy and Participation Frameworks (2015; 2021; 2024). There is limited international research available that, has included the voices of all stakeholders to understand engagement and inclusion in special (autism) classes (Lynam et al. 2024). Given the importance of inclusion for life-long independence of autistic students and the international focus on inclusive education for all as outlined in UN Sustainable Goal 4 and the UNCRPD, this research addresses a significant research gap on the extent to which special (autism) classes support the presences, participation and achievement of autistic learners to in mainstream schools in Ireland.

A qualitative multi-site case study approach included semi-structured interviews with the participants (special class teachers, school leaders, care staff, parents and pupils) and classroom observation within each participating special class. The value of a multiple-case design is that it broadens the scope of the study and proves its relevance beyond that of a single case study allowing for comparison across cases (Yin, 2006). Data was collected across a variety of primary school profiles (Educate Together, Catholic Primary schools etc.) in Ireland. Ethical approval was sought and received from the Research Ethics Committee of DCU. Purposive sampling was used to recruit schools (mainstream primary schools that have at least 2 special (autism) classes). The DCU research team contacted school principals of suitable schools to invite interest in participating in the study. Once the principal provided informal agreement, we sought formal permission and consent from the Board of Management (BOM). With BOM approval, the special class teachers and care staff in schools were contacted. Parents of the pupils in the special class were invited to participate in the study, along with their children. Parents were provided with the opportunity to email or call the researcher and ask questions before they indicated consent for their child’s data to be recorded. Parents were asked to gain assent from the children. There were N=6 child interviews, N= 5 Teacher interviews, N= 6 Special Needs Assistant (SNA) interviews, N=4 Principal interviews and N=5 parent interviews. All adult interviews were semi-structured. Children’s interviews were ‘not one single method [..] fits all children and all circumstances’ (Dockett et al., 2012; p.207), a degree of flexibility was maintained; adapting to children’s communication profile. Interviews with children were conducted in line with best practice principles in enabling the participation of disabled children, as codified in Kazmierczak-Murray, O’Mahony & Carey (2024). Visual resources including photo prompts and a range of tools supporting children’s expression were prepared and utilised. The researchers conducted semi-structured observations in each participating class and made narrative field notes using an agreed framework. Interview data was analysed using reflexive thematic analysis (Braun and Clarke, 2019). Audio recordings from all sessions were transcribed verbatim and observation field notes consulted to support interpretation of data.

Findings from the initial analysis of this project draw attention to the function, variability, challenges and successes of special class provision in mainstream primary schools in Ireland. Evidence collaborating previous research findings relating to the activities and time spent in learning along with mainstream peers is presented. A rationale is offered by stakeholders in justification of why some children are not provided with access to mainstream peers. Parents and child data illustrates the value and importance of these classrooms to child wellbeing. Realities emerges from the data relating to * The lack of quality interdisciplinary collaboration and support in supporting successful inclusion and learner engagement. * The challenges to principals in the recruitment of staff, including maintaining and supporting existing staff ratios in response to physically challenging experiences. * The attitudes to inclusion across various stakeholders. * Professional learning needs and the opportunity to uptake training offered.

Ainscow, M. (2020) Promoting inclusion and equity in education: lessons from international experiences, Nordic Journal of Studies in Educational Policy, 6:1, 7-16, DOI: 10.1080/20020317.2020.1729587 Lynam, A., Sweeney, M. R., Keenan, L., & McNally, S. (2024). Autistic pupils’ experiences in primary and post-primary schools: A scoping review and consultation with autistic pupils in Ireland. Autism & Developmental Language Impairments, 9. https://doi.org/10.1177/23969415241258705 O’Brien, C. (2024, November 23). Sharp increase in autism diagnoses to require thousands of additional special needs places in schools. Irish Times. Available at: https://www.irishtimes.com/ireland/education/2024/11/23/sharp-increase-in-autism-to-require-thousands-of-additional-special-needs-places-in-schools/ Shevlin, M., & Banks, J. (2021). Inclusion at a Crossroads: Dismantling Ireland’s System of Special Education. Education Sciences, 11(4), 161. Travers, J. (2023) Special Class Provision in Ireland: Where We Have Come from and Where We Might Go. Education Sciences, 13(9), 859. https://doi.org/10.3390/educsci13090859