Exploring effective methodologies to support the learning of students with SEN in the mainstream classroom
| dc.contributor.author | Timmons, Megan | |
| dc.date.accessioned | 2024-05-14T10:49:12Z | |
| dc.date.available | 2024-05-14T10:49:12Z | |
| dc.date.issued | 2023 | |
| dc.identifier.uri | http://hdl.handle.net/20.500.13012/189 | |
| dc.description | Submitted in partial fulfilment of the requirements for the award of Professional Master of Education in Post Primary (PMEPP) with Hibernia College Dublin | en_US |
| dc.description.abstract | This dissertation seeks to investigate the most effective techniques for teaching SEN students within mainstream classrooms based on the interpretivist research paradigm. Qualitative methods such as interviewing staff responsible for providing SEN provisions will be used in this study. Effective teaching strategies such as differentiated instruction and collaboration with professionals were identified from the research, but challenges related to curriculum adaptation were highlighted too along with limited awareness among teachers and stakeholders. Creating a more inclusive and supportive learning environment for students with SEN is possible by implementing these recommendations in schools. | |
| dc.language.iso | en | en_US |
| dc.subject | SEN | en_US |
| dc.subject | special educational needs | en_US |
| dc.subject | teaching methodologies | en_US |
| dc.subject | post-primary education | en_US |
| dc.subject | mainstream classrooms | en_US |
| dc.title | Exploring effective methodologies to support the learning of students with SEN in the mainstream classroom | en_US |
| dc.type | Thesis | en_US |
| html.description.abstract | This dissertation seeks to investigate the most effective techniques for teaching SEN students within mainstream classrooms based on the interpretivist research paradigm. Qualitative methods such as interviewing staff responsible for providing SEN provisions will be used in this study. Effective teaching strategies such as differentiated instruction and collaboration with professionals were identified from the research, but challenges related to curriculum adaptation were highlighted too along with limited awareness among teachers and stakeholders. Creating a more inclusive and supportive learning environment for students with SEN is possible by implementing these recommendations in schools. | en_US |
