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The Effect Newly Established Special Classes Have On The Whole School Approach And Attitudes Towards Inclusivity: A Comparison Of Urban And Rural Schools.
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2024
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Abstract
The Irish primary education system is in the process of immense change in terms of inclusive education. The model in which inclusive education is being rolled out requires ongoing investigation to determine whether inclusive education is being promoted or hindered in the process. In 2023 alone, 253 special classes were granted to be established in primary schools across Ireland. However, this does not necessarily mean that 253 schools can be deemed fully inclusive due to the addition of another classroom. This case study provides findings from a mixed-method exploration of the perceived inclusive changes schools journeyed through when they were granted their special class. The research also investigates if these changes varied for different socio-economic contexts: urban and rural schools, from the perspective of all school staff. The current research presented that the special class model heightened feelings of isolation and exclusion. The findings indicated that principals and special class teachers were unprepared to manage, lead or teach in these classes. From interviews and questionnaires, there was an unwavering opinion of ‘fear of the unknown’ among the case study participants. The unknown of what was expected of them in their various roles throughout the school as they knew a special class was supposed to promote inclusion but they did not know what this should look like. Recommendations based on the findings included incentivising staff through an automatic post-holder position in schools, having a designated Department of Education personnel to assist in the building works application, updating teacher training colleges curriculum to include mandatory placements in special classes and providing clear training on inclusive education to all staff within the school.
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inclusive education, primary school, special classes