Curriculum, Accreditation and Transition Pathways; pupils with Intellectual Disabilities in Special Schools (Ireland)

Abstract

The focus of this study was to explore what curriculum is available for students with ID, at Senior Cycle, in special schools in Ireland? Secondly, what are the accreditation outcomes for students with intellectual disabilities at Senior Cycle in special schools in Ireland? And thirdly, what are the transition pathways available to students with intellectual disabilities post school? The key themes of curriculum, accreditation and transition pathways are interlinked and provide a picture of the educational outcomes for students with ID and the reality of policy and practice on the ground in special schools. This study aimed to address the dearth of research which currently prevails in the area of curriculum, accreditation and transition pathways for students with ID attending special schools in Ireland. The cohort of this research were students with mild ID, in Senior Cycle, attending special schools in Ireland. Due to legislative changes, such as the EPSEN (2004), parental advocacy and international developments since the 1990's including the UNCRPD (2007), the policy of inclusive education has shaped the landscape for special education in Ireland. However, significant gaps remain in existing Irish education policy, regarding curricular programmes and accreditation pathways in which students with ID can engage at Senior Cycle and in the transition pathways available to students with ID post school. The findings of this research build upon previous research, and suggests a possible shift in existing curricular provision, educational support resources and accreditation programmes which could deliver a more improved, inclusive, balanced educational provision for students with ID in special schools in Ireland. This new knowledge may lead to more opportunities and choices for students with ID as they transition post school.