Leading the Special Education Teacher Allocation Model:
: Examining the Perspectives and Experiences of School Leaders in Supporting Special and Inclusive Education in Irish Primary Schools
Keywords:Leadership for inclusion, inclusive education, special educational needs, SEN policy, special education teacher
This article is based on a small scale research study which examined the perspectives and experiences of Irish primary school principals on the special education teacher allocation model which came into effect in the Republic of Ireland in 2017. It addresses some of the opportunities and challenges faced by principals and teachers in supporting the special educational needs of their pupils in an inclusive way. This article outlines considerations for school leaders in developing a culture of inclusion and leading inclusive practices in their schools. Policy implications, recommendations for practice and future research are also discussed.
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