scholarly journals Leading Inclusive Learning, Teaching and Assessment in Post-Primary Schools in Ireland: Does Provision Mapping Support an Integrated, School-Wide and Systematic Approach to Inclusive Special Education?

2021 ◽  
Vol 11 (4) ◽  
pp. 168
Author(s):  
Johanna Fitzgerald ◽  
Joe Lynch ◽  
Angela Martin ◽  
Bernadette Cullen
Keyword(s):  
Special Education ◽  
Professional Learning ◽  
Primary Schools ◽  
Knowledge Exchange ◽  
Education Institution ◽  
Special Educational Needs ◽  
Individual Interviews ◽  
Inclusive Learning ◽  
Integrated Response ◽  
Inclusive Special Education

A parallel system of inclusive and special education persists in Ireland despite attempts to move towards integrated provision for students with Special Educational Needs and Disabilities (SEND) along a flexible continuum of support. Even in mainstream schools, duality exists and discrete delivery of special education continues to create ‘siloed’ approaches to education for some students. This paper outlines a research and knowledge exchange initiative involving a higher education institution and a management body for post-primary schools in Ireland attempting to develop integrated, school-wide, systematic and collaborative approaches to inclusive and special education. Theoretically underpinned by Hornby’s model of Inclusive Special Education (2015) and a conceptualisation of the SENCO role in the Irish context, a pilot process was implemented to support the development of an integrated response to a continuum of need. A year after initial implementation a review was undertaken. Focus group and individual interviews with SENCOs, Curriculum Leaders and Principals in six schools indicate that the initiative, while still in its infancy, raised awareness about inclusive special education amongst staff and provided data-informed approaches to education. The centrality of leadership in promoting school-wide approaches to inclusive special education also emerged. Finally, the importance of situated community of practice approaches to professional learning were identified as critical to leading change in schools.

scholarly journals How Pedagogy 2.0 Can Foster Teacher Preparation and Community Building in Special Education

2015 ◽  
Vol 3 (6) ◽  
pp. 42-55 ◽  
Author(s):  
Elizabeth Hardman
Keyword(s):  
Special Education ◽  
Graduate Students ◽  
Web 2.0 ◽  
Learning Community ◽  
Professional Learning ◽  
Teacher Educator ◽  
Virtual Community ◽  
Highly Qualified ◽  
Inclusive Learning ◽  
Community Growth

This paper describes how one teacher educator used action research methodology to investigate the feasibility of using Web 2.0 technology to build a virtual professional learning community (PLC) in special education to support the preparation of highly qualified special education teachers. Study participants included 218 pre-service and in-service teachers who joined the virtual PLC over a four-year period. Data were collected using two Web 2.0 tools, wiki and Ning, and analyzed to evaluate the degree to which the virtual community met the essential characteristics of a PLC. The results showed that 200 of the 218 graduate students who joined the PLC as graduate students continued their membership after graduation but participated in community work as observers only, rarely if ever contributing anything to community growth and development. The implication of the results are discussed with respect to the importance of preparing teachers for service in today’s modern 21st Century academically diverse, inclusive learning communities.

scholarly journals MANAGEMENT OF GENERAL SECONDARY EDUCATIONAL INSTITUTION WITH INCLUSIVE LEARNING UNDER CONDITIONS OF NEW UKRAINIAN SCHOOL

2019 ◽  
Author(s):  
Alla Panchenko ◽  
Nataliia Kravchuk
Keyword(s):  
Secondary Education ◽  
Inclusive Education ◽  
Education System ◽  
Education Institution ◽  
Educational Needs ◽  
Integral Model ◽  
Experimental Program ◽  
Special Educational Needs ◽  
Rights Of The Child ◽  
Inclusive Learning

The article outlines obstacles to the implementation of inclusive learning into the education system of Ukraine at different levels of management: macro, meso, and micro levels. It has been noted that the inclusive learning is being introduced with regard to the experience of Germany, Finland, Austria, Sweden, etc. Social policy in relation to people with special educational needs based on the principles of equality and tolerance has been identified as a prominent feature. The article highlights the peculiarities functioning and management of the general secondary education institution with inclusive education in the context of the Ukrainian school reform regarding the observance of values, principles of the UN Convention on the Rights of the Child, and the regulatory base of Ukraine. It has been mentioned that the introduction of inclusive education in the education system has been the purpose of meeting the requirements of society concertning socialization of children with special educational needs. The significance of the implemented all-Ukrainian experimental program "Social Adaptation and Integration into the Society of Children That Require Correction of Physical and / or Mental Development by Introducing Inclusive Education" at school I-III. No. 168 Obolonsky district of the city of Kyiv. The article presentd the stages of its implementation; and it is suggested that they should be followed by managers of educational institutions. An integral model of balanced child development under the conditions of inclusive learning has been developed. The external and internal conditions are determined for the purpose of creating a safe educational environment for the development of the personality of children with special educational needs. The proposed components of psychological and pedagogical support and management in the general secondary education institution with inclusive learning contribute to the formation of value references and standards of behavior of concerned parties.

Challenges and complexities of developing mentors’ practice: insights from new mentors

2018 ◽  
Vol 7 (4) ◽  
pp. 329-342 ◽  
Author(s):  
Wendy Gardiner ◽  
Nina Weisling
Keyword(s):  
Professional Learning ◽  
Early Career ◽  
Primary Data ◽  
First Year ◽  
Content Type ◽  
Individual Interviews ◽  
Sense Of Efficacy ◽  
Teachers And Students ◽  
Axial Coding ◽  
Complex Relationships

Purpose Induction mentoring for early career teachers is a complex practice, requiring knowledge and skills distinct from teaching. However, more is known anecdotally than empirically about the challenges new mentors face and the type of support they need as they transition from teacher to induction mentor. The paper aims to discuss these issues. Design/methodology/approach This qualitative study investigated how nine first-year mentors developed, conceptualized and enacted their mentoring practice by asking, what supports/inhibits new mentors’ professional learning and practice? Are there patterns of struggle/challenge that new mentors face? Primary data sources included three 45–60-minute structured, individual interviews across each mentor’s first year. Data analysis was inductive, involving open and axial coding. Findings Mentors struggled to navigate multiple complex relationships with administrators, teachers and students. The quality of these relationships impacted their sense of efficacy and mentoring ability. Despite receiving what mentors perceived as effective professional development (PD), all mentors found it difficult to apply knowledge in practice. Mentors also experienced a steep and varied learning curve and identified supports that enhanced their knowledge and situated application of new teacher-centered mentoring. Originality/value Despite increases in mentoring programs, there is a lack of research addressing new mentors’ needs and development. This study makes a contribution by identifying new mentors’ needs and challenges and by providing recommendations for situated, responsive, and ongoing PD.

scholarly journals The development of professional learning community in primary schools

2015 ◽  
Vol 10 (21) ◽  
pp. 2789-2796 ◽  
Author(s):  
Sompong Samoot ◽  
Erawan Prawit ◽  
Dharm tad sa na non Sudharm
Keyword(s):  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Primary Schools

scholarly journals Newly qualified teachers’ professional learning through practitioner enquiry

2017 ◽  
Vol 6 (3) ◽  
pp. 242-260 ◽  
Author(s):  
Dean Robson ◽  
Peter Mtika
Keyword(s):  
Learning Community ◽  
Professional Learning ◽  
Education Institution ◽  
Initial Teacher Education ◽  
Policy And Practice ◽  
Content Type ◽  
Qualified Teachers ◽  
Teacher Education Institution ◽  
Pupil Learning ◽  
Newly Qualified Teachers

Purpose The purpose of this paper is to focus on a partnership-based mentoring model and the learning experiences of participant mentees and mentors. As part of the project, newly qualified teachers (NQTs) were supported to develop and implement a practitioner enquiry (teacher/action research) in a learning community involving two local authorities and an initial teacher education institution. Design/methodology/approach Qualitative data were collected from five semi-structured focus group interviews with key participant groupings to uncover perceptions and experiences of the partnership and professional learning therein. Analysis using an inductive and iterative approach pinpointed a number of emerging themes used to frame key elements of the findings. Findings Findings suggested that the partnership-based model promoted the professional learning and development of NQTs and their mentors in various ways. The nature and shape of the partnership had an influence on the quality of mentoring and support experienced. The community effectively supported the implementation of meaningful enquiry projects, which had clear connections to the enhancement of professional practice and pupil learning. However, specific tensions and conflicts emerged as hindrances to successful partnership-based mentoring in the specific context. Originality/value New insights into the role of a partnership-based mentoring scheme supporting practitioner enquiry-based learning of NQTs emerged. The local, layered community defining the partnership, and operating within the frame of a national induction scheme, was analysed. Benefits for partners were identified and specific challenges and tensions highlighted, both providing new evidence with potential to impact policy and practice. Policy developments supporting teachers to be mentors and enquiring professionals need to recognise the structural and support tensions that exist in contextual practice.

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