Barrett, Ciarán2024-05-162024-05-162023http://hdl.handle.net/20.500.13012/198A self-study, semi-structured interviews (N =2), questionnaires (N =30) and DR was used to gather primary data of PPE in Irish public schools. Probability/Non-Purposive sampling was undertaken, and inclusivity criteria adopted. Thematic analysis identified that educators should connect and build relationships (incl. extra-curriculum engagement) with students before implementing differentiation strategies. Successful strategies include differentiating instruction, worksheets, notes, homework, and tests; with active strategies such as using ICT, groupwork and mind maps; monitored via student achievement. The EPSEN Act (2004) requires reform and further address provided by the DoE. Limitations and recommendations for future pedagogical practice and research have been outlined.enPPEIrish public schoolsThematic analysisThesis