Special and Inclusive Education

A Research Perspective
Herausgegeben:Day, Thérèse; Travers, Joseph

• Broschiertes Buch

Produktbeschreibung

This book fills a gap in the dissemination of practitioner research on special and inclusive education in Ireland. The successful implementation of an inclusive education policy is a process which depends largely on the attitudes, knowledge and competencies of teachers. In this volume, teacher-researchers report on work undertaken within the Special Education Department of St Patrick's College, Drumcondra, Dublin. The studies are grouped around three key issues: responding to diversity, access to the curriculum and collaboration for inclusion. They offer valuable insights into the challenges and barriers to inclusive education and point to ways that schools can address these challenges from the perspective of small-scale research. The authors draw on a range of research methodologies, from single case experimental design to case studies, in order to illuminate the issues at the level of the individual student, teacher, class and school. The book is relevant to all who have an interest in practitioner research, the implementation of inclusive education and how policy translates in individual contexts.

Produktdetails

• Verlag: Peter Lang
• Artikelnr. des Verlages: 430876
• Seitenzahl: 437
• Englisch
• Abmessung: 25mm x 166mm x 224mm
• Gewicht: 630g
• ISBN-13: 9783034308762
• ISBN-10: 3034308760
• Artikelnr.: 36589576

Autorenporträt

Thérèse Day is a Senior Lecturer and Director of the Masters in Special Educational Needs in the Special Education Department, St Patrick's College, Drumcondra, Dublin. She is a former primary school teacher in both mainstream and special schools. She has published in the areas of special and inclusive education in relation to literacy, learning support, the role of special schools and collaborative practice in mainstream schools.
Joseph Travers is a Senior Lecturer and Director of the Special Education Department, St Patrick's College, Drumcondra, Dublin. He is a former primary school teacher in both mainstream and resource settings. He has published in the areas of policy and practice in special education, learning support for mathematics, inclusion, leadership and early intervention.

Inhaltsangabe

Contents: John Pringle/Anne McGough: School Completion and Resilience: Reflections on a Case Study from the Perspective of Inclusion - Siobhán Kelly/Ann Marie Farrel: Making the Transition: Exploring Pupils' and Parents' Experiences of the Move from a Special Class in Primary School to Post-Primary Schooling - Pauline Kerins/Thérèse Day: Factors Influencing the Transfer of Pupils with Mild General Learning Disabilities from Mainstream Schools to Special Schools for Pupils with Mild General Learning Disabilities - Margaret O'Donnell: Teachers' Efficacy Beliefs for Including Pupils with Special Educational Needs in Irish Mainstream Primary Schools - Aisling Cleary/Geraldine Haye: An Exploration of Irish Teachers' Perceptions of the Inclusion of Children with Autistic Spectrum Disorders in Mainstream Primary Schools - Fionnuala Drudy/Margaret O'Donnel: Post-Primary Inclusive Education for Students with Moderate General Learning Disabilities: Perspectives of Teachers and Support Personnel - Fiona Cronin/Zita Lysagh: Challenges Met When Introducing Assessment for Learning to Students with Dyslexia: A Teacher's Perspective - Niamh Ní Fhoighil/Joseph Travers: The Inclusion of Irish-Medium Students with Special Educational Needs - Mairéad Ní Chiaruáin/Joseph Travers: How Children with Dyslexia Experience Literacy in Irish and English in a Gaelscoi - Deirdre Murphy/Joseph Travers: Including Young Bilingual Learners in the Assessment Process: A Study of Appropriate Early Literacy Assessments Utilising Both Languages of Children in a Gaelscoi - Colman Motherway: Responding to Diversity: Where Do Students in Special Schools Feel Included? - Sarah Feeney/Maeve Dupont: The School Code of Behaviour: Exploring and Including the Perspective of the Student with Special Educational Needs - Eileen Duffy/Jean Ware: Intensive Interaction: An Intervention to Reach the Child - Anne McGough: Language Teaching and Learning in Inclusive Early Years Classrooms - Zita Lysagh: Towards Inclusive Assessment - Miriam Core/Anita Prunty: Implementing a Computer-Based Reading Intervention in a Special School Setting for Adolescents with Mild General Learning Disabilities - Myriam Hackett/Órla Ní Bhroin: Comprehension Strategies: Do They Improve Access to the Curriculum for Post-Primary Students with Learning Difficulties? - Emer Ring/Anita Prunty: Adapting the Curriculum to Include Learners with Autistic Spectrum Disorders in Irish Schools - Angela Coyle/Tish Balfe: Inclusion and Asperger Syndrome: A Case Study of One Student - Órla Ní Bhroin: Mediated Talk as a Communicative Routine for Inclusion - Emer Kelleher/Anne McGough: Parental Involvement in the Language Development of Pre-School Children from the Traveller Community through the Use of Storybooks - Deirdre Walshe/Ann Marie Farrell: Developing Home-School Collaboration for Children with Special Educational Needs in a Mainstream Setting - Emer Bergin/Anna Logan: An Individual Education Plan for Pupils with Special Educational Needs: How Collaborative Is the Process? - Niamh Keogh/Michael O'Keeffe: Collaboration in an Irish Special School for Students with Moderate General Learning Disabilities - Bairbre Tiernan/Thérèse Day: Supporting Young Children with Reading Dif ficulties: What About Teacher Collaboration? - Elizabeth Doolan/Geraldine Hayes: A Local Network of Learning Support and Resource Teachers Collaborate to Facilitate Inclusion - Claire O'Neill/Anna Logan: Collaboration between Teachers and a Special Needs Assistant through the Implementation of a Co-Teaching Model to Support a Pupil with Special Needs in a Mainstream Classroom.