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  3. Vol. 31 No. 1 (2018)

Vol. 31 No. 1 (2018)

Published: 2018-06-06
  • Editorial Communication and Language in Schools: New Emphases and New Opportunities for Teaching and Learning?

    Anne McGough
    • PDF

Articles

  • I Want to Say so I Can Play: An Examination of a Pragmatic Language Intervention for Children with Specific Speech and Language Disorder

    Maria Dervan, Margaret Egan
    • PDF
  • How Important is Language Development for Skilled Reading? Exploring the Relationship between Language Processes and Reading Skills for Children with Dyslexia

    Ellen Reynor
    38-52
    • PDF
  • ‘Lámh Signs Combined’ – Investigating a Whole School Approach to Augmentative and Alternative Communication (AAC) Intervention Through Research in Practice

    Aisling Dolly, Emer Noble
    53-68
    • PDF
  • Mary’s Story: The Inspiring Journey of a Pupil with Special Educational Needs and the Innovative Approaches Devised by her Special Education Teacher and Adopted by the Pupils in her School to use Irish Sign Language (ISL)

    Tommy Gunning
    69-77
    • PDF
  • Towards a Better Understanding of Bilingualism: Considerations for Teachers of Children with Speech, Language and Communication Needs

    Francesca La Morgia
    79-88
    • PDF
  • Exemptions from Irish: An Inclusion Dilemma

    Fionnuala Tynan
    89-102
    • PDF

Reviews

  • Leading for Equality: Making Schools Fairer

    Fiona King
    • PDF

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REACH: Journal of Inclusive Education in Ireland is an independent, open access, peer-reviewed journal. It disseminates reliable, high-quality, peer-reviewed information, research and good practice relating to any aspect of pre-school, school or post-school education policy, provision or practice for those with additional needs.

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