Competence and Confidence of Newly Qualified Teachers in Supporting Children with Special Educational Needs in School Settings

Abstract

This article uses documentary analysis to outline the journey of inclusion on an international platform and how that has influenced our educational landscape in Ireland. The research explores the experiences and challenges faced by pre-service teachers and newly qualified teachers (NQTs) when supporting children with SEN. In particular, the researcher sought to identify whether or NQTs are equipped with sufficient knowledge, strategies and experience for them to educate children with (SEN) confidently and competently whether it be in a mainstream class or a SEN setting.