A Study to Investigate Teachers' Practices Towards Creating an Inclusive Classroom for Children with Special Education Needs in Mainstream Schools.

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.