Responding To Learning Needs Through Teacher Collaboration - A Resource Unit Model


  • Joseph Travers


Teacher Collaboration, S.E.N., Special Educational Needs, Mainstream, Primary School, Diversity


The author describes a uniquely collaborative response to diverse pupils with special educational needs (S.E.N.) in a large urban mainstream primary school in Dublin. A group of ex-quota teachers with specifically designated responsibilities collaborated as a unit to serve the learning needs of any child with difficulties regardless of category or label.


Department of Education and Science (1999). Circular 8/99. Dublin: Department of Education and Science.

Fullan, M. (1993). Change forces. London: The Falmer Press.

Fullan, M. & Hargreaves, A. (1992). What's worth fighting for in your school? Buckingham: Open University Press.

Hargreaves, A. (1992). Cultures of teaching: A focus for change. In A. Hargreaves & M. Fullan (Eds.), Understanding Teacher Development. London: Cassell.

Little, J.W. (1990). The persistence of privacy: Autonomy and initiative in teachers' professional relations. Teachers' College Record, 91 (40).

Rosenholtz, S. (1989). Teachers' workplace: The social organisation of schools. New York: Longman.

Schon, D.A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.

Shiel, G. & Morgan, M. (1998). Study of remedial education in Irish primary schools. Dublin: The Stationery Office.

Westwood, P. (1997). Commonsense methods for children with special needs. London: Routledge.

Wise, A. (1977). Why educational policies often fail: The hyperrationalization hypothesis. Curriculum Studies, 9 (1).




How to Cite

Travers, J. (2000). Responding To Learning Needs Through Teacher Collaboration - A Resource Unit Model. REACH: Journal of Inclusive Education in Ireland, 14(1), 21–30. Retrieved from