Volume 2, Issue 1 (MARCH ISSUE 2021)                   johepal 2021, 2(1): 64-78 | Back to browse issues page

XML Print

Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

O’Reilly E, Colum M. Newly Qualified Teachers and Inclusion in Higher Education: Policy, Practice and Preparation. johepal. 2021; 2 (1) :64-78
URL: http://johepal.com/article-1-93-en.html
Abstract:   (1266 Views)
Higher education policy in Ireland ensures that student teachers are prepared for all aspects of life as a future educator and this is underpinned by documents such the Policy on the Continuum of Teacher Education (Teaching Council, 2011a); Criteria and Guidelines for Programme Providers, (Teaching Council, 2011b); and, Guidelines on School Placement (Teaching Council, 2013) and more recently ‘Céim: Standards for Initial Teacher Education’ (Teaching Council, 2020). Considering these policies, this paper draws on research for an undergraduate dissertation on the preparedness of newly qualified teachers (NQTs) for inclusive special education classrooms. The methodology employed is documentary research in the first instance, followed by the lived experience of one of the authors who is currently in her first year as an NQT. Her role is spread across five schools as both a mainstream and a special education teacher. This narrative reflects literature, highlighting commonalities of lack of confidence in knowledge and skills pertaining to aspects of special education, uncertainty around the practicalities of inclusion and general nervousness as a newly qualified teacher. It also highlights the supportive structures for NQTs such as leadership, collaboration and professional conversations for these teachers as they navigate busy and demanding school and classroom settings. Notwithstanding deep-rooted uncertainty in skills and knowledge, there is an overall sense of positivity and a feeling of optimism as an inclusive educator in the teaching profession.
Full-Text [PDF 1495 kb]   (788 Downloads)    
Type of Study: Research | Subject: Special
Received: 2021/01/21 | Accepted: 2021/03/28 | Published: 2021/04/10

1. Avramidis, E., Bayliss, P., & Burden, R. (2000). Student teachers' attitudes towards the inclusion of children with special educational needs in the ordinary school. Teaching and Teacher Education, 16(3), 277-293. [DOI]
2. Booth, T., & Ainscow, M. (2002) Index for Inclusion: Developing Learning and Participation in Schools. United Kingdom: Centre for Studies on Inclusive Education (CSIE).
3. Byrne, M. (2017). Why change how additional teaching resources are allocated to schools? REACH Journal of Special Needs Education in Ireland, 30(2), 76-84. [Article]
4. Citizens Information Board. (2018). Disability legislation update. Relate: The Journal of Developments in Social Services, Policy and Legislation in Ireland, 45(4), 1-8. [Article]
5. Colum, M. (2020). The inclusion of learners with moderate general learning disabilities and challenging behaviours in school and class activities in special schools. REACH Journal of Special Needs Education in Ireland, 33(2), 83-100. [Article]
6. Colum, M., & McIntyre, K. (2019). Exploring social inclusion as a factor for the academic achievement of students presenting with special educational needs (SEN) in schools: A literature review. REACH Journal of Special Needs Education in Ireland, 32(1), 83-100. [Article]
7. Connolly, C., Hall, T., Jones, S. L., & Procter, R. (2020). Research informed teaching in a global pandemic: Opening up schools to research. In R. E. Ferdig, E. Baumgartner, R. Hartshorne, R. Kaplan-Rakowski, & C. Mouza (Eds.), Teaching, Technology, and Teacher Education during the COVID-19 Pandemic: Stories from the Field. Waynesville, USA: Association for the Advancement of Computing in Education (AACE). [Article]
8. de Boer, A., Pijl, S. J., & Minnaert, A. (2011). Regular primary schoolteachers’ attitudes towards inclusive education: A review of the literature. International Journal of Inclusive Education, 15(3), 331-353. [DOI]
9. Denscombe, M. (2010). The Good Research Guide for Small-Scale Research Projects (4th ed.). Berkshire, England: McGraw-Hill Education, Open University Press.
10. Department of Education and Skills (DES). (2016). Review of the Pilot of a New Model for Allocating Teaching Resources to Mainstream Schools to Support Pupils with Special Educational Needs. Dublin: DES. [Article]
11. Department of Education and Skills (DES). (2017a). Circular No. 0013: 2017. Circular to The Management Authorities of All Mainstream Primary Schools: Special Education Teaching Allocation. Westmeath: DES. [Article]
12. Department of Education and Skills (DES). (2017b). Guidelines for Primary Schools: Supporting Pupils with Special Educational Needs in Mainstream Schools. Dublin: Government Publications. [Article]
13. Department of Education and Skills. (1993). Report of Special Education Review Committee. Dublin: Stationary Office.
14. Donnelly, V., Ó Murchú, F., & Thies, W. (2016). Addressing the challenges of raising achievement for all. In A. Watkins & C. J. W. Meijer (Eds), Implementing Inclusive Education: Issues in Bridging the Policy-Practice Gap (pp. 181-205). Bingley: Emerald Group Publishing Limited. [DOI]
15. Drudy, S., & Kinsella, W. (2009). Developing an inclusive system in a rapidly changing European society. International Journal of Inclusive Education, 13(6), 647-663. [DOI]
16. Foucault, M. (1980). Power/Knowledge: Selected Interviews and Other Writings, 1972-1977. (ed. Gordon, C.). New York: Pantheon.
17. Government of Ireland. (1998). The Education Act. Dublin: Government Publications.
18. Government of Ireland. (2004). The Education for Persons with Special Educational Needs (EPSEN) Act. Dublin: Government Publications.
19. Government of Ireland. (2005). The Disability Act. Dublin: Government Publications.
20. Hick, P., Solomon, Y., Mintz, J., Matziari, A., Ó Murchú, F., Hall, K., Cahill, K., Curtin, C. and Margariti, D., (2018). Initial Teacher Education for Inclusion. Phase 1 and 2 Report. (Research Report No. 26). Trim, Co. Meath: National Council for Special Education.
21. Howe, C., & Griffin, C. (2020). Is Ireland at a crossroads of inclusive education? REACH Journal of Special Needs Education in Ireland, 33(1), 44-56. [Article]
22. Kerins, P., Casserly, A.M., Deacy, E., Harvey, D., McDonagh D., & Tiernan, B. (2018). The professional development needs of special needs assistants in Irish post-primary schools. European Journal of Special Needs Education, 33(1), 31-46. [DOI]
23. King., F. (2017). Evolving perspective(s) of teacher leadership: An exploration of teacher leadership for inclusion at preservice level in the Republic of Ireland. International Studies in Educational Administration, 45(3), 5-21.
24. Lindsay, G. (2007). Educational psychology and the effectiveness on inclusive education/mainstreaming. British Journal of Educational Psychology, 77(1), 1-24. [DOI]
25. Mac Giolla Phádraig, B. (2007). Towards inclusion: The development of provision for children with special educational needs in Ireland from 1991 to 2004. Irish Educational Studies, 26(3), 289-300. [DOI]
26. Mac Ruairc, G. (2013). Including inclusion: Exploring inclusive education for school leadership. Keynote article for discussion. Available online at https://www.teachingcouncil.ie/en/Research-CROI-/Research-Webinars-/Past-Webinars/Leadership-for-Inclusive-Schools-article.pdf [Article]
27. Murphy, G. (2019). A systematic review and thematic synthesis of research on school leadership in the Republic of Ireland: 2008-2018. Journal of Educational Administration, 57(6), 675-689. [DOI]
28. Ní Bhroin, O. (2017). Inclusion in Context: Policy, Practice and Pedagogy. United Kingdom: Peter Lang Publications.
29. Norwich B (2019) From the Warnock report (1978) to an education framework commission: A novel contemporary approach to educational policy making for pupils with special educational needs/disabilities. Frontiers in Education, 4, Article 72, 1-10. [DOI]
30. Peebles, J. L., & Mendaglio, S. (2014). The impact of direct experience on preservice teachers’ self-efficacy for teaching in inclusive classrooms. International Journal of Inclusive Education, 18(12), 1321-1336. [DOI]
31. Platt, J., (1981). Evidence and proof in documentary research: 1 some specific problems of documentary research. The Sociological Review, 29(1), 31-52. [DOI]
32. Scott, J. (1990). A Matter of Record: Documentary Sources in Social Research. Cambridge, UK: Polity Press.
33. Sharma, U., Loreman, T., & Forlin, C. (2012). Measuring teacher efficacy to impement inclusive practices. Journal of Research in Special Educational Needs, 12(1), 12-21. [DOI]
34. Shevlin, M., Winter, E., & Flynn, P. (2013). Developing inclusive practice: Teacher perceptions of opportunities and constraints in the Republic of Ireland. International Journal of Inclusive Education, 17(10), 1119-1133. [DOI]
35. Teaching Council. (2011a). Policy on the Continuum of Teacher Education Maynooth: The Teaching Council of Ireland. [Article]
36. Teaching Council. (2011b). Initial Teacher Education: Criteria and Guidelines for Programme Providers. Maynooth: The Teaching Council.
37. Teaching Council. (2013). Guidelines on School Placement. Maynooth: The Teaching Council. [Article]
38. Teaching Council. (2016). Cosán: Framework for Teachers’ Learning. Maynooth: The Teaching Council. [Article]
39. Teaching Council. (2018/2019). Post-qualification Professional Practice Procedures and Criteria. Maynooth: The Teaching Council. [Article]
40. Teaching Council. (2020). Céim: Standards for Initial Teacher Education. Maynooth: The Teaching Council. [Article]
41. Travers, J., Balfe, T., Butler, C., Day, T., Dupont, M., McDaid, R., O’Donnell, M., & Prunty, A., (2010). Addressing the Challenges and Barriers to Inclusion in Irish Schools. Report to the Research and Development Committee of the Department of Education and Skills, Dublin: St. Patrick’s College. [Article]
42. UNESCO (1994). The Salamanca Statement and Framework for Action on Special Needs Education. Paris: UNESCO. [Article]
43. United Kingdom Government, (2014). Children and Families Act. UK Public General Acts. [Article]
44. United Nations Convention on the Rights of Persons with Disabilities [UNCRPD], United Nations, 2007) [Article]
45. Urton, K., Wilbert, J., & Hennemann, T. (2014). Attitudes towards inclusion and self-efficacy of principals and teachers. Learning Disabilities: A Contemporary Journal, 12(2), 151-168.
46. Ware, J., Balfe, T., Butler, C., Day, T., Dupont, M., Harten, C., Farrell, A. M., McDaid, R., O’Riordan, M., Prunty, A., & Travers, J. (2009). Research Report on the Role of Special Schools and Classes in Ireland. (NCSE research reports no. 4). National Council for Special Education, Trim: Meath. [Article]
47. Warnock, H. M. (1978). Special Educational Needs: Report of the Committee of Enquiry into the Education of Handicapped Children and Young People. London: Her Majesty's Stationery Office. [Article]
48. Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge: Cambridge University Press.
49. Winter, E. & O’Raw, P. (2010).Literature review on the principles and practices relating to inclusive education for children with special educational needs. Meath: NCSE.
50. Winter, E., & O’Raw, P. (2010). Literature Review of the Principles and Practices relating to Inclusive Education for Children with Special Educational Needs. County Meath, Ireland: National Council for Special Education (NCSE). [Article]

Send email to the article author

Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

© 2022 CC BY-NC 4.0 | Journal of Higher Education Policy And Leadership Studies

Designed & Developed by : Yektaweb