NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 10 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Goodall, Craig; MacKenzie, Alison – European Journal of Special Needs Education, 2019
Recognition of inclusion in mainstream schools for all people with disabilities is enshrined in the Convention on the Rights of Persons with Disabilities (CRPD). General Comment 4 on Article 24 (Right to inclusive education) of the CRPD provides a concept of inclusion and its core features which we discuss here. Article 7 of the same enjoins state…
Descriptors: Foreign Countries, Autism, Pervasive Developmental Disorders, Asperger Syndrome
Peer reviewed Peer reviewed
Direct linkDirect link
Purdy, Noel; Mc Guckin, Conor – European Journal of Special Needs Education, 2014
This study explored the knowledge, experience and confidence of student teachers from Northern Ireland and the Republic of Ireland in relation to disablist bullying. Adopting a mixed methodological approach of four focus groups (N = 18) and a pencil-and-paper questionnaire (N = 257), the study explored the students knowledge, experience and…
Descriptors: Foreign Countries, Student Teachers, Student Teacher Attitudes, Teaching Experience
Peer reviewed Peer reviewed
Direct linkDirect link
Doherty, Marie – European Journal of Special Needs Education, 2012
Due to the fact that the outcomes of education for most school leavers who are deaf in Northern Ireland are weak literacy skills and below average reading ages, a study was undertaken to investigate this situation. The views and experiences of teachers of children who are deaf, and of young people who are deaf in Northern Ireland, where oral and…
Descriptors: Total Communication, Sign Language, Deafness, Outcomes of Education
Peer reviewed Peer reviewed
Direct linkDirect link
Abbott, Lesley; McConkey, Roy; Dobbins, Michael – European Journal of Special Needs Education, 2011
Under the aegis of inclusion, greater numbers of learning support assistants (LSAs) in mainstream and special schools are increasingly required to assist teachers with pupils who have complex needs across the full age range. Because of the numerous and wide-ranging learning difficulties and learning disabilities in addition to sensory impairment,…
Descriptors: Special Education, Learning Problems, Educational Needs, Learning Disabilities
Peer reviewed Peer reviewed
Direct linkDirect link
Gray, Colette – European Journal of Special Needs Education, 2009
This paper reports the experiences of special education needs co-ordinators (SENCOs) on the inclusion of pupils with a visual impairment (VI) in mainstream schools in Northern Ireland. A mixed method approach (postal questionnaire survey (n=113) and interviews (n=6)) was utilised to triangulate the findings. The results indicate an inverse…
Descriptors: Physical Education, Visual Impairments, Foreign Countries, Educational Experience
Peer reviewed Peer reviewed
Direct linkDirect link
Purdy, Noel – European Journal of Special Needs Education, 2009
This study considers the reasons why so few male student teachers are entering the special education sector. This comes as recent statistics reveal that the percentage of male teaching staff in special education in Northern Ireland is much lower than in England. The article first critically considers the international literature on male students'…
Descriptors: Student Teachers, Teaching (Occupation), Foreign Countries, Gender Differences
Peer reviewed Peer reviewed
Direct linkDirect link
Abbott, Lesley – European Journal of Special Needs Education, 2007
A key role in the development of inclusive practices in schools and classrooms is that of the Special Educational Needs Coordinator (SENCO), a role that has changed most radically since the introduction of the Code of Practice in England, Wales and Northern Ireland. Through interviews with SENCOs in primary and post-primary schools in Northern…
Descriptors: Foreign Countries, Inclusive Schools, Mainstreaming, Interviews
Peer reviewed Peer reviewed
Direct linkDirect link
Lambe, Jackie; Bones, Robert – European Journal of Special Needs Education, 2006
This paper seeks to obtain the views of student teachers in Northern Ireland as to the benefits and challenges of inclusive education and the key issues that may need to be addressed to ensure they become effective teachers in an inclusive classroom. Because of the system of academic selection that has prevailed in Northern Ireland, issues…
Descriptors: Foreign Countries, Teacher Effectiveness, Educational Needs, Student Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
O'Connor, Una; McConkey, Roy; Hartop, Brendan – European Journal of Special Needs Education, 2005
Within the UK educational authorities have a legal duty to undertake an assessment of children who are deemed to have 'special educational needs' and to draw up plans for meeting these needs. The procedures used are currently under review, and as a contribution to this a study of parental views was commissioned in Northern Ireland. Over 1000…
Descriptors: Foreign Countries, Educational Planning, Educational Needs, Parent Attitudes
Peer reviewed Peer reviewed
Dwyer, Eamonn; Swann, Will – European Journal of Special Needs Education, 1987
The study found seriously inferior educational services for mentally handicapped students in special care schools administered by social services authorities in Northern Ireland when compared with special schools for similar children in England and special schools for other children with disabilities in Northern Ireland. (Author/DB)
Descriptors: Educational Quality, Elementary Secondary Education, Foreign Countries, Mental Retardation