Dilemmas of difference and educational provision for pupils with mild general learning disabilities in the Republic of Ireland

Abstract

A policy of inclusion has led to the growth in the number of pupils with special educational needs enrolling in mainstream schools in Ireland in recent years. However, a trend has developed whereby an increasing number of pupils with mild general learning disabilities (MGLD) are leaving mainstream primary and post-primary schools and transferring to special schools for pupils with MGLD. In this paper, the findings of a study that explored the perspectives of a cohort of principals, teachers, parents and pupils on differences in educational provision between mainstream and special schools, shed some light on the reasons why some pupils with MGLD do not continue with their education in mainstream schools. A multiple case study design was employed, with four special schools for pupils with MGLD participating as cases in this study. Differences relating to curricular provision, resource allocation and teacher expertise are outlined and discussed in the context of dilemmas of difference which arise when social values underpinning a policy of inclusion appear to conflict with one another. The findings highlight dilemmas in the areas of curriculum, placement and identification.