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?

Johanna Fitzgerald,Bernadette Cullen,Angela Martin,Joe Lynch

doi:10.3390/educsci11040168

Johanna Fitzgerald, Bernadette Cullen + Show 2 more

Open Access

https://doi.org/10.3390/educsci11040168

Copy DOI

Journal: Education sciences	Publication Date: Apr 5, 2021
Citations: 5	License type: CC BY 4.0

Affiliation: Mary Immaculate College

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.

Highlights

For students with Special Educational Needs and Disabilities (SEND), inclusion in regular post-primary education in particular has been challenging, and is the focus of this paper
Two researchers facilitated a focus group with the SENCOs, one led the questioning while the other took notes and summarised feedback at the end of the meeting to allow for clarification and member checking [57]
Just think that it is important for that type of collaboration and peer mentoring and that collegiality we developed in this group.’ (SENCO 4)

Summary

Introduction

For students with Special Educational Needs and Disabilities (SEND), inclusion in regular post-primary education in particular has been challenging, and is the focus of this paper. Special education no longer seems fashionable [6,7] and has been described in the literature as incompatible with inclusive education [2,7]. This is partly arising from the ‘All Means All’ agenda [8] towards full inclusion, a concept described as ‘ideological purity’ by Norwich [9], legislated for and ratified by 177 countries under the Convention on the Rights of Persons with Disabilities [10]. The release of General Comment No 4 by the UN provides greater clarity to the terms of the CRPD, and emphasises inclusion as a process requiring genuine systemic level reform and transformation if all children are to receive equitable access to high quality education ‘under the same roof’ [11] (p. 36)

Methods

Discussion

Conclusion