Inclusive learning in Ireland: A case study

Abstract

Ireland ratified the Convention on the Rights of Persons with Disabilities (CRPD) in 2018. However, the CRPD’s provisions on inclusive education have not been widely considered in relation to Irish third level education. This article outlines the findings from two research projects that examined the experiences of students with disabilities at one Irish university. It begins by considering the scope of inclusive education in the CRPD, addressing this through the prism of two cross-cutting rights, accessibility and reasonable accommodation. It outlines the Irish legislative context, identifying significant gaps between existing legal provisions and Ireland’s CRPD obligations. It then explores the practical realisation of inclusive education at the case study university. The article argues that accessibility in the CRPD is broader than both Irish legislative requirements and the general institutional understanding. Noting that students face significant difficulties accessing effective reasonable accommodations in practice, the paper contends that this may be partly attributable to the silo-ing of institutional knowledge and the lack of a ‘whole educational environment’ approach, as well as attitudinal barriers. These impediments prevent the full and equal participation of students with disabilities in tertiary education. The paper then draws on the CRPD to offer suggestions for enhancing inclusive practice.

Rethinking teacher training from an inclusive and community dialogical perspective

“…Thus, most intern students (95.5% [n=234]) (see Table 3) assumed that they were keen on the subject and had relevant information. Moreover, it became more evident that the anticipated interest (because these interns coped with some cases and situations; they were not adequately ready to give the proper response and follow-up) reinforced that some had already gathered relevant information on the subject (Buckley & Quinlivan, 2023;Byrd & Alexander, 2020). Special education and inclusion interest and expertise can be combined in a unique way and students' concurrent broader beginning training in the field led to the SHEI receiving the right training to satisfy this demand and the lack of enthusiasm among intern students (Hoppey & Mickelson, 2017;Sundqvist, Björk-Åman, & Ström, 2023).…”

“…People live in a time when attending an allegedly inclusive and integrative school is highly valued. The education of students with special needs is conducted in regular classes under the slogan of a school for all (Buckley & Quinlivan, 2023;Correia, 2013;Friend, Cook, Hurley-Chamberlain, & Shamberg, 2010;Morgado, 2015;Sassaki, 2010;Shouse & Strutchens, 2020;UNESCO, 2009UNESCO, , 2015Völlinger & Supanc, 2020) aiming to secure a quality education. In most cases but especially when it comes to integration and inclusion, the teacher plays a crucial role because of the demands and difficulties that a student with particular traits may have (Morgado, Silva, & Rodrigues, 2018).…”