Description
Recent years have seen a rapid policy transformation from segregation to inclusion in the education of children with special educational needs in Ireland. This book investigates how resource teachers and class teachers interpret the policy and principles of inclusion and enact these in their practice. Based on a study of nine resource teachers and nine class teachers, each paired in a particular school, it includes material from both interviews and observations of practice, providing a detailed qualitative account of the actions and interactions of teaching/learning experiences. The findings provide valuable insights into how inclusion is understood, interpreted and experienced in the classroom. They will be of interest to all those who are active in the field of education for inclusion, particularly teachers and policymakers.
Key Topics include:
- Chapter 1: Introduction
- Chapter 2: Policy Transformation, Conceptualisations of Inclusion and Implications for Practice
- Chapter 3: Teachers’ Practices and Pedagogy for Inclusion
- Chapter 4: Teachers’ Understandings of Inclusion
- Chapter 5: Communicative Routines
- Chapter 6: Attunement
- Chapter 7: Coherence-Fragmentation
- Chapter 8: Whither Inclusion? Policy, Practice and Pedagogy
About the Author:
Órla Ní Bhroin is Senior Lecturer and Coordinator of the Special and Inclusive Education option on the Master of Education at the Institute of Education, Dublin City University. She is also Deputy Director of CREATE21, the Centre for Collaborative Research across Teacher Education at the Institute of Education (DCU). She is a former primary school teacher in both mainstream and resource settings.
