Learning from the experiences of principals and teachers in special schools in Northern Ireland and the Republic of Ireland during Covid-19. A Report for the Standing Conference on Teacher Education North and South (SCoTENS).

Abstract

This all-Ireland small scale research project explored the reflective perspectives of teachers and principals in special school settings on their professional experiences and their pupil’s learning experiences during and post Covid 19 restrictions. The research utilised a mixed methods approach. The quantitative component of the research project entailed an online survey, which captured the voices of fifteen professionals from special school settings in both Northern Ireland and the Republic of Ireland. Seven professionals volunteered for the qualitative component: semi-structured interviews (3 principals, 1 deputy principal and 3 teachers). This report is significant as it outlines the role of the special school setting in Ireland and highlights the unique purpose that special schools have in providing education and supports to children and families with significant and specific physical, cognitive, social, emotional, and psychological challenges. An important consideration from this project is that pupils in special school settings need to be physically in school and there is a requirement to future-proof policy that respects the uniqueness of the role of the special school setting and keep these schools open in any future pandemic.