A domains‐based approach to meeting social, emotional and mental health needs

O’Brien, Tim; Roberts, Andrew

doi:10.1111/1467-9604.12247

Cited by 3 publications

(2 citation statements)

References 13 publications

(14 reference statements)

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“…The initiative outlined in this paper, combined with preliminary findings reported by some of the key participants involved, and our experiences and reflections of the process one year into implementation offer key direction for the initiative but also have wider implications for how schools may be supported to interpret and translate policy [40] for real-world impact and school improvement, with a particular emphasis on the CoS [41].…”

Section: Discussionmentioning

confidence: 93%

“…Knowledge exch tion and translation of policy and enables 'a process whereby ers work alongside each other in partnership, sharing their re evidence and expertise in order to achieve real world impact' The emphasis on research and knowledge exchange involved participants from pilot schools in co-constructing new practices in a shared collaborative space and derives from the perspective that policies are not simply implemented but are enacted through processes of interpretation and translation [40]. Knowledge exchange facilitates interpretation and translation of policy and enables 'a process whereby researchers and practitioners work alongside each other in partnership, sharing their respective knowledge, ideas, evidence and expertise in order to achieve real world impact' [41] (p. 180).…”

Section: Implementing a Strategic School-wide Approach To Inclusive S...mentioning

confidence: 99%

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Leading Inclusive Learning, Teaching and Assessment in Post-Primary Schools in Ireland: Does Provision Mapping Support an Integrated, School-Wide and Systematic Approach to Inclusive Special Education?

Fitzgerald¹,

Lynch²,

Martin³

et al. 2021

Education Sciences

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A parallel system of inclusive and special education persists in Ireland despite attempts to move towards integrated provision for students with Special Educational Needs and Disabilities (SEND) along a flexible continuum of support. Even in mainstream schools, duality exists and discrete delivery of special education continues to create ‘siloed’ approaches to education for some students. This paper outlines a research and knowledge exchange initiative involving a higher education institution and a management body for post-primary schools in Ireland attempting to develop integrated, school-wide, systematic and collaborative approaches to inclusive and special education. Theoretically underpinned by Hornby’s model of Inclusive Special Education (2015) and a conceptualisation of the SENCO role in the Irish context, a pilot process was implemented to support the development of an integrated response to a continuum of need. A year after initial implementation a review was undertaken. Focus group and individual interviews with SENCOs, Curriculum Leaders and Principals in six schools indicate that the initiative, while still in its infancy, raised awareness about inclusive special education amongst staff and provided data-informed approaches to education. The centrality of leadership in promoting school-wide approaches to inclusive special education also emerged. Finally, the importance of situated community of practice approaches to professional learning were identified as critical to leading change in schools.

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Section: Discussionmentioning

confidence: 93%

Section: Implementing a Strategic School-wide Approach To Inclusive S...mentioning

confidence: 99%

Leading Inclusive Learning, Teaching and Assessment in Post-Primary Schools in Ireland: Does Provision Mapping Support an Integrated, School-Wide and Systematic Approach to Inclusive Special Education?

Fitzgerald¹,

Lynch²,

Martin³

et al. 2021

Education Sciences

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Has inclusion become a barrier to inclusion?

O’Brien¹

2020

Support for Learning

Self Cite

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Almost twenty years ago I edited and contributed to a book entitled 'Enabling Inclusion: Blue skies…dark clouds?' (O'Brien, 2001a). The book contained a variety of chapters that raised issues about inclusion confusion especially in relation to rights, entitlements, ethics, systems, processes, pedagogy, ideologies and models. All contributors were concerned that the blue-sky thinking that surrounded inclusion at that time required a more critical debate in relation to the meaning of inclusion in education and how we could make it work. Emerging contradictions, tensions, concerns and dilemmas were identified so that they could be confronted and tackled before they became even more problematic as time went on. So, where are we now and how do I see it?Education for all: how can it happen?To understand where we are now in the UK, it is important to take a look at where we used to be. I will select a few key moments. Firstly, it is important to highlight that there was a time when some children were the responsibility of the National Health Service. They received medical treatment as they were deemed to be uneducable. They were uneducable due to the profound nature of, what were referred to as their 'impairments'a term that the social model of disability rejects. They received treatment not teaching and those who were considered to be educable took their place in the education system. The Education [Handicapped Children] Act (HM Government, 1970) changed this and all children, including those with 'a disability of mind', from this point, were seen as educable and became the responsibility of Local Education Authorities. The Warnock Report (DES, 1978), a comprehensive enquiry into the 'education of handicapped children and young people' and the result of a committee working together for almost four years, represented a critical landmark in the education of those who experienced 'special educational needs' (SEN). It identified what provision for a continuum of needs could and should look like. It proposed that education must have, very broadly, the same aims for everyone and that twenty per cent of children, as some stage in their years at school, would experience learning difficulties. These

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Challenges of Teachers Working with Students with Social, Emotional, and Mental Health Difficulties: A Qualitative Study in Japan

Matsumoto,

Fujino

2024

JSER

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A domains‐based approach to meeting social, emotional and mental health needs

Cited by 3 publications

References 13 publications

Leading Inclusive Learning, Teaching and Assessment in Post-Primary Schools in Ireland: Does Provision Mapping Support an Integrated, School-Wide and Systematic Approach to Inclusive Special Education?

Leading Inclusive Learning, Teaching and Assessment in Post-Primary Schools in Ireland: Does Provision Mapping Support an Integrated, School-Wide and Systematic Approach to Inclusive Special Education?

Has inclusion become a barrier to inclusion?

Challenges of Teachers Working with Students with Social, Emotional, and Mental Health Difficulties: A Qualitative Study in Japan

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