Systems of Resource Allocation and Deployment for Pupils with Special Educational Needs in Irish Schools
Author(s):
William Kinsella (presenting / submitting) Lelia Murtagh (presenting) Joyce Senior
Conference:
ECER 2012
Network:
04. Inclusive Education
Format:
Paper

Session Information

04 SES 07 A, Collaboration between Organizations (Closing Gaps)

Parallel Paper Session
Chair: Gunilla Lundström

Time:
2012-09-19
17:15-18:45
Room:
FFL - Aula 16
Chair:

Contribution

This study aimed to review the system of resource allocation and provision 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 if the additional resources were being deployed in schools in the context of an inclusive education system for pupils with SEN.  It aimed to identify issues and challenges in the allocation and deployment system and to identify models of best practice in additional resource provision.  The study was informed by comparison with practices and policies operating in other jurisdictions, with a particular focus on England and Finland.

 

Method

The research methodology consisted of a mixed-methods design. The quantitative element consisted of a questionnaire survey that was distributed electronically to all schools in the country, primary, second-level and special. The target respondent in each school was the person with responsibility for co-ordinating special educational needs provision in the schools. The qualitative component involved case studies of twelve randomly selected schools; five primary, five second-level and two special, schools, in which interviews were conducted with key stakeholders. These included management personnel, class teachers, SEN teachers and special needs assistants (SNAs), as well psychologists and regional administrators who supported the target schools. Interviews were also conducted with pupils in each of the schools who had been allocated additional resource support and their parents.

Expected Outcomes

The findings emerging from this study emphasised the significant resources, financial, human, technological and transport-related that are being provided within the Irish education system to support pupils with disabilities and special educational needs. However, school personnel would welcome more involvement in the decision-making process around the allocation of resources. They strongly recommended more consultation in this regard and more autonomy in the deployment of allocated resources. They also advocated a greater emphasis on monitoring and evaluating the effectiveness of the resources allocated. Special school principals advocated an enhanced role for special schools to ensure an effective continuum of provision, characterised by dual enrolment of pupils, dual deployment of staff and the provision of outreach services by special school to mainstream schools. Participants emphasised the need to protect the most disadvantaged schools and the pupils who attend them from any reductions in resources in the current challenging economic climate pertaining in Ireland. They recommended early, systemic, preventative initiatives, both educational and therapeutic, with a view to reducing subsequent educational failure and school disaffection. This paper presents the core findings from this very comprehensive study of the resource allocation and deployments system operating in Irish schools with reference to other jurisdictions.

References

Department for Education and Skills (2002). The Distribution of Resources to Support Inclusion. London; DfES Kivirauma, J. (2004). Scientifgic Revolutions in Special Education in Finland. European Journal of Special Needs Education, Vol. 19, No.2. Kivirauma, J., Klemela, K., & Rinne, R. (2006). Segregation, Integration, Inclusion – the Ideology and Reality in Finland. European Journal of Special Needs Education, Vol. 21, No.2, pp 117-133. O’Connor, U. (2007). Parental Concerns on Inclusion: The Northern Ireland Perspective. International Journal of Inclusive Education, Vol. 11, No. 5-6 Sabel, C., Saxenian, A.L., Miettinen, R., Kristensen, P.H. & Hautamaki, J. (2010). Individualised Service Provision in the New Welfare State: lessons from Special Education in Finland. SITRA, Helsinki. Shevlin, M., Kenny, M., Loxley, A., (2008). A Time of Transition: Exploring Special Educational Provision in the Republic of Ireland. Journal of Research in Special Educational Needs, Vol. 8, No. 3, pp 141-152. Vanhanen, M., Vainikainen, M., Hilasvuori, T., Hautamaki,J., & Thuneberg, H. (2006). Conceptual Change in Adopting the Nationwide Special Education Strategy in Finland Winter, E., O’Raw, P., & ICEP Europe. (2010). Literature Review of the Principles and Practices Relating to Inclusive Education for Children with Special Educational Needs. National Council for Special Education (NCSE), Ireland.

Author Information

William Kinsella (presenting / submitting)
University College Dublin
Dublin 4
Lelia Murtagh (presenting)
University College Dublin, Ireland
Joyce Senior
University College Dublin, Ireland

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