Conclusion:
“Effective inclusive practice is subject to a number of constraints and challenges including the requirement for support for teachers (professional development), adequate time, training, funding, professional support services, curriculum issues and falling standards in the basic subjects”. (Shevlin, pg.6,2009) As Shevlin et al point out there is a huge interplay between policy and practice and there are many ‘constraints and challenges' to be overcome.
Special Needs Assistants (SNA), resource and learning support teachers are also significant positive inclusive resources. Access to medical interventions and long waiting lists for services is a significant barrier that needs to be addressed. Schools need access to psychologists and assessments, occupational therapy and sometimes physiotherapy and speech and language therapy. Music, play and drama therapy could also be added to this list. Suffice to say, teachers do not operate in a vacuum and need professional support and co-operation and established links with these relevant agencies. In addition, it has been noted that some schools lack resources for sports and physical education.
Students with SEN receiving entitled resource and learning support hours has also been …show more content…
This lead to a look at inclusive practice that has resulted from policy changes such as the IEP, DEIS initiative, suggested guidelines for inclusion, teaching and learning strategies and assessment. It was also imperative to mention staff and teacher attitudes with regard to training and development and how this needs to be addressed to achieve better inclusion. A discussion of some of the main barriers or challenges to inclusion moved on to an examination of the feasibility or reality of achieving better inclusive education
“Effective inclusive practice is subject to a number of constraints and challenges including the requirement for support for teachers (professional development), adequate time, training, funding, professional support services, curriculum issues and falling standards in the basic subjects”. (Shevlin, pg.6,2009) As Shevlin et al point out there is a huge interplay between policy and practice and there are many ‘constraints and challenges' to be overcome.
Special Needs Assistants (SNA), resource and learning support teachers are also significant positive inclusive resources. Access to medical interventions and long waiting lists for services is a significant barrier that needs to be addressed. Schools need access to psychologists and assessments, occupational therapy and sometimes physiotherapy and speech and language therapy. Music, play and drama therapy could also be added to this list. Suffice to say, teachers do not operate in a vacuum and need professional support and co-operation and established links with these relevant agencies. In addition, it has been noted that some schools lack resources for sports and physical education.
Students with SEN receiving entitled resource and learning support hours has also been …show more content…
This lead to a look at inclusive practice that has resulted from policy changes such as the IEP, DEIS initiative, suggested guidelines for inclusion, teaching and learning strategies and assessment. It was also imperative to mention staff and teacher attitudes with regard to training and development and how this needs to be addressed to achieve better inclusion. A discussion of some of the main barriers or challenges to inclusion moved on to an examination of the feasibility or reality of achieving better inclusive education