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dc.contributor.creatorRing, Emer
dc.contributor.creatorTravers, Joseph
dc.date.accessioned2018-11-19T15:47:24Z
dc.date.available2018-11-19T15:47:24Z
dc.date.issued2005
dc.identifier.citationEmer Ring & Joseph Travers (2005) Barriers to inclusion: a case study of a pupil with severe learning difficulties in Ireland, European Journal of Special Needs Education, 20:1, 41-56, DOI: Emer Ring & Joseph Travers (2005) Barriers to inclusion: a case study of a pupil with severe learning difficulties in Ireland, European Journal of Special Needs Education, 20:1, 41-56, DOI: 10.1080/0885625042000319070.en_US
dc.identifier.urihttp://hdl.handle.net/10395/2404
dc.descriptionBarriers to inclusion: a case study of a pupil with severe learning difficulties in Irelanden_US
dc.description.abstractThe aim of this study was to examine the inclusion of a pupil with a severe general learning difficulty in a four-teacher mainstream primary school, located in rural Ireland. The research employed a qualitative multiple operationism approach to data collection. Data were analysed qualitatively, and quantitative reporting and display procedures were also employed. This paper focuses on curricular and social access, the pupil’s perception, peers’ perception and the impact on peers. The study identified the existence of a number of dilemmas in seeking to secure successful inclusion. These included concerns over specialist teaching materials, mainstream teachers’ perception of meeting the needs of pupils with special educational needs as constituting an esoteric specialist domain, nondisabled pupils’ lack of knowledge and understanding of learning disability, and the extent to which the pupil was included socially. Questions are raised about the model of support for inclusive education in Ireland.en_US
dc.language.isoengen_US
dc.publisherTaylor & Francis (Routledge)en_US
dc.relation.ispartofseries20;1
dc.rights.urihttps://doi.org/10.1080/0885625042000319070en_US
dc.subjectIntegrationen_US
dc.subjectInclusionen_US
dc.subjectModerate learning disabilityen_US
dc.subjectSevere learning difficultyen_US
dc.titleBarriers to inclusion: a case study of a pupil with severe learning difficulties in Ireland (Pre-published version)en_US
dc.typeArticleen_US
dc.type.supercollectionall_mic_researchen_US
dc.type.supercollectionmic_published_revieweden_US
dc.description.versionYesen_US
dc.identifier.doi10.1080/0885625042000319070


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