IRIS

The researchers reviewed school policies, provision and practices, and the experiences of and outcomes for the pupils and their parents in the study. The study shows that Irish schools were generally providing an inclusive learning environment for children with special educational needs and that substantial progress had been made in recent years. In particular, the research notes that the strong learning support and resource teacher network ensured that most pupils with special educational needs received high levels of support. The researchers concluded that there was significant positive progress achieved by students in their education as well as in areas of happiness, engagement and independence. It is encouraging that the majority of parents in the study were satisfied with the academic and social experiences of their children. The authors note that progress made by some students with special needs was often not measured or was measured in ways that were not appropriate for students with special educational needs. The report identifies the need to develop ways to measure and recognise progress made for students with special educational needs. The study also highlighted other shortcomings in the system such as difficulties in accessing timely assessments in order to avail of resources; limited and inconsistent access to therapeutic supports; the need for greater levels of teacher knowledge and expertise and inconsistent development and application of individual plans.