Effective or Affective
| dc.contributor.author | O'Síoráin, Carol-Ann | |
| dc.date.accessioned | 2022-06-24T08:39:26Z | |
| dc.date.available | 2022-06-24T08:39:26Z | |
| dc.date.issued | 2019 | |
| dc.identifier.uri | http://hdl.handle.net/20.500.13012/87 | |
| dc.description.abstract | A 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.subject | Autism provision and pedagogical practice | en_US |
| dc.title | Effective or Affective | en_US |
| dc.type | Presentation | en_US |
| html.description.abstract | A 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.corporate | Hibernia College | en_US |
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