Facilitating Supports and Services for Learners with Low-Incidence Disabilities

Bartz, Jody Marie; Kurth, Jennifer A.; Wangeman, Matthew

doi:10.1108/s1479-363620140000005005

Cited by 1 publication

(1 citation statement)

References 63 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In addition to the support provided by resource teachers, some students with special educational needs have a designated special needs assistant who works with them under the direction of the class teacher. This is a common model of support provided in primary schools across Ireland (Logan 2006, Rose and O'Neill 2009, Keating and O'Connor 2012; it is also an approach to be found within many other administrations (Giangreco, Carter, Doyle and Suter 2010;Giangreco, Doyle and Suter 2014;Bartz, Kurth, and Wangeman 2015). Special needs assistants in Irish primary schools see their role as being one of supporting inclusion by ensuring that students can access all aspects of learning.…”

Section: Support Within the Classroom From A Special Needs Assistantmentioning

confidence: 99%

Support provision for students with Special Educational Needs in Irish Primary Schools

Rose

Shevlin

2019

Research in Spec Educ Needs

View full text Add to dashboard Cite

The provision of support for students with special educational needs in schools is seen as a critical factor in the development of inclusive education. The means through which support is provided, continues to be based upon assumptions that individualized learning approaches may remediate learning difficulties. This paper reports findings from a longitudinal study of provision for students with special educational needs conducted in The Republic of Ireland. The authors identify in‐class and withdrawal approaches to support and consider the impact and efficacy of these. It is suggested that the withdrawal of students from class continues to be a dominant model, and that this approach has limitations and may not be conducive to the promotion of inclusive practice. Drawing upon data obtained through interviews with service users (students and parents/carers), and service providers (teachers, paraprofessionals, principals), and those gained from a national survey, the authors present the authentic voices of individuals to illustrate the experiences and opinions of those directly involved in special education in schools.

show abstract

Section: Support Within the Classroom From A Special Needs Assistantmentioning

confidence: 99%