1st Edition

Establishing Pathways to Inclusion Investigating the Experiences and Outcomes for Students with Special Educational Needs

By Richard Rose, Michael Shevlin Copyright 2021
    208 Pages 1 B/W Illustrations
    by Routledge

    208 Pages 1 B/W Illustrations
    by Routledge

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    Providing a robust understanding of what really works for educators and pupils alike, this book shows how inclusive practices function effectively in schools. Rose and Shevlin identify key factors which can influence successful inclusive practice and examine how schools can establish and implement an agenda for change.

    Using a framework for analysing and understanding how students become effective social learners, this book guides readers through sections on context, observed experiences, and the factors for success they highlight, covering topics such as:

    • The respective attitudes of students, caregivers and teachers
    • Insights from support staff and school leaders
    • The social and academic outcomes for pupils with special educational needs
    • Lessons learned from inclusive practices

    Ideal for researchers, lecturers, and advanced students in the field of inclusive education, Establishing Pathways to Inclusion is an important contribution from leading researchers in this vital field of study.

    Section 1: Context and Introducing the Study

    Chapter One: Inclusive Education in Ireland: Developments and Challenges

    Chapter Two: Policy and Research Context within the Republic of Ireland

    Chapter Three: Collating Evidence: Research Methods Deployed During the Study

    Section 2: Experiences and Outcomes: Multiple Perspectives

    Chapter Four: Student Experiences and Outcomes

    Chapter Five: Parental Reflections on their Experiences

    Chapter Six: The Attitudes and Experiences of Teachers

    Chapter Seven: Insights from School Leaders

    Chapter Eight: Perspectives of Support Teachers and Therapeutic Professionals

    Chapter Nine: The Experiences of Paraprofessionals

    Chapter Ten: Academic Outcomes for Students with Special Educational Needs

    Chapter Eleven: Social Outcomes for Students with Special Educational Needs

    Chapter Twelve: Student Transition from Primary to Post-Primary School

    Section 3: Critical Factors in Establishing Inclusive Learning Environments

    Chapter Thirteen: Setting an Agenda for Research

    Chapter Fourteen: Inclusive Education in Ireland – What Have We Learned?


    Richard Rose is Professor Emeritus of Inclusive Education at the University of Northampton, UK.

    Michael Shevlin is Professor of Inclusive Education at Trinity College Dublin, Republic of Ireland.