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?

Abstract

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.

Supporting Autistic Pupils in Primary Schools in Ireland: Are Autism Special Classes a Model of Inclusion or Isolation?

“…Sustained support and professional learning for principals is necessary to enable them to lead a systematic schoolwide approach to inclusive provision for autistic students [20][21][22]. Systematic and formalised approaches to collaborative practice in schools are recommended [52,53], as when it is conducted in an informal manner, the capacity to effect change is greatly reduced [20]. Increased collaboration between mainstream and autism special class teachers also reduces feelings of isolation in special classes [21] and may support retention and recruitment in special classes.…”

“…Joint teaching practice, using models like co-teaching partnerships or peer observation of teaching may support situated professional learning for all teachers and build school capacity to meet diverse needs across the school [34,35]. Further consolidation of systematic collaboration is critical to promoting inclusive, schoolwide approaches to learning, teaching, and assessment for all students and may support greater levels of inclusion in schools [52] and reduce some of the isolation experienced by autism special class teachers in this study.…”

“…Negative case analysis [51] was used to challenge potential favoured lines of enquiry, and both researchers looked for disconfirming evidence in the data, all of which encouraged researcher reflexivity [51] and enhanced the credibility and trustworthiness of the findings. Finally, an electronic database was compiled that preserved and presented data in an accessible and transparent format that provided a chain of evidence from which other researchers could review and determine for themselves if the findings are credible [52].…”

Exploring the acceptability, feasibility, and appropriateness of a communication-friendly classroom tool for use in Irish schools: A qualitative inquiry

“…This finding is consistent with previous studies which show that inadequate attention to system influences can undermine even the most well-resourced and thoughtful implementation strategies [ 31 , 32 ]. It was proposed by stakeholders that the tool could be integrated effectively into the school self-evaluation process, and school provision mapping processes undertaken in Irish schools [ 85 , 86 ]. The reflective nature of the tool was perceived to fit well with such data-informed decision-making approaches to action planning.…”