A Study to Investigate Teachers' Practices Towards Creating an Inclusive Classroom for Children with Special Education Needs in Mainstream Schools.
Citation:
Roisin Lawler, 'A Study to Investigate Teachers' Practices Towards Creating an Inclusive Classroom for Children with Special Education Needs in Mainstream Schools.', [Thesis], 2019-05Download Item:
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Abstract:
This study seeks to address how teachers are enhancing their practice in the Irish
primary school classroom to better support children with SEN, in order to create an
inclusive learning environment. The importance of Special Education Needs
inclusion is well documented (Hodkinson, 2006). However, studies have not
considered the impact teachers' initial and ongoing training have to classroom
practice. This study addresses teacher training under initial teacher education and
continuous professional development in relation to effective teaching and learning
regarding children with Special Education Needs. The purpose of this study is to
explore the factors that are empowering teachers to be inclusive of all. Using
qualitative methodology, this study examines teachers's approaches to facilitating
Special Education Needs under current policies. A unique feature of this study is
that it investigates teachers' attitudes towards the 'Circular to the Management
Authorities of all Mainstream Primary Schools Special Education Teaching
Allocation'. No previous research has been conducted in this area, as it is a
relatively recent development in Irish primary education. This study also explores
the determinants of participants' teaching methodologies and the factors affecting their decisions. In common with research (Anthun, 1999; Travers 2006; Griffin & Shelvin, 2007), this study shows issues such as class size, classroom support, provision of resources and workload demand as impacting on pedagogical
approaches.
Description:
Professional Masters of Education
Author: Lawler, Róisín
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