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dc.contributor.authorO'Síoráin, Carol-Ann
dc.date.accessioned2022-06-24T08:39:26Z
dc.date.available2022-06-24T08:39:26Z
dc.date.issued2019
dc.identifier.urihttp://hdl.handle.net/20.500.13012/87
dc.description.abstractA fundamental aspect of the UNCRPD is the development of a respectful, inclusive education for people with disabilities among their non-disabled peers. Ireland, while late to the notion of inclusive education, is working towards and has legislated for (EPSEN Act, 2004) a concept of inclusion in education. The question of who needs ‘special’ education within an ‘inclusive’ setting has come to the fore highlighted by the education needs of children with autism. 82% of special education provision is specific to autism support, yet we still have insufficient places within the mainstream (1500 classrooms)
dc.subjectAutism provision and pedagogical practiceen_US
dc.titleEffective or Affectiveen_US
dc.typePresentationen_US
html.description.abstractA fundamental aspect of the UNCRPD is the development of a respectful, inclusive education for people with disabilities among their non-disabled peers. Ireland, while late to the notion of inclusive education, is working towards and has legislated for (EPSEN Act, 2004) a concept of inclusion in education. The question of who needs ‘special’ education within an ‘inclusive’ setting has come to the fore highlighted by the education needs of children with autism. 82% of special education provision is specific to autism support, yet we still have insufficient places within the mainstream (1500 classrooms)en_US
dc.contributor.corporateHibernia Collegeen_US


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