An Irish Solution...? Questioning the Expansion of Special Classes in an Era of Inclusive Education

Joanne Banks and Selina McCoy
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Joanne Banks: Economic and Social Research Institute

The Economic and Social Review, 2017, vol. 48, issue 4, 441-461

Abstract: With the major policy shift towards inclusive education internationally, this paper examines the ongoing expansion of special classes in Irish primary and second-level schools. Using data from a mixed-methods longitudinal study on special classes, we examine if special classes are operating as a form of segregation or inclusion for children with special educational needs. The findings suggest that special classes only operate as a unit of inclusion where children have severe needs. For children with moderate or mild needs, the findings are less clear with some classes operating as a segregated setting or low stream class with no official sanction resulting in issues around teacher competency and stigma among students.

Keywords: special education; inclusive education; Ireland (search for similar items in EconPapers)
Date: 2017
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Persistent link: https://EconPapers.repec.org/RePEc:eso:journl:v:48:y:2017:i:4:p:441-461

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