Initial Teacher Education for Inclusion in Ireland: Emerging Findings From a Longitudinal Study 2015–2018

• In Event: 58.051 - The Diversity of Exceptional Learners: Inclusive and Innovative Practices

Abstract

This paper contains emerging findings from a longitudinal study of initial and early career teacher education, with specific reference to inclusive practices as set against an agreed 25-country inclusive teacher profile (European Agency for Special Needs and Inclusive Education, 2012). This ongoing 4 year study is commissioned by Ireland’s National Council for Special Education and to date has analysed programme descriptors (n=59); surveyed final-year student teachers (n=550), and undertaken interviews with staff (n=10) and students (n=50) at five case study sites. Future research will involve tracking the experiences of originally surveyed teachers (n=30) as they commence their teaching career. Emerging findings and the research undertaken may be of interest to those involved in supporting initial teacher education for inclusion.

Authors

• Finn Ó Murchú, Mary Immaculate College, Thurles, Ireland

• Peter Hick, Manchester Metropolitan University

• Joseph H. Mintz, University College London

• Yvette Solomon, Manchester Metropolitan University

• Kathy Hall, University College Cork

• Kevin Cahill, University College Cork