Special educational needs in bilingual primary schools in the Republic of Ireland

Abstract

While the Irish language (Gaeilge) is the traditional language of Ireland, it is spoken on a daily basis by a decreasing minority of people. There is an increasing trend for parents to send children, whose first language is English, to Irish-medium schools, where the language of instruction is Irish. Little research has been undertaken regarding special educational needs (SEN) provision in Irish-medium schools. This paper reports on a study that involved a national survey of two types of Irish-medium schools in Ireland. It examined SEN provision and teaching practices in these schools. It investigated the prevalence of various types of SEN amongst Irish bilingual learners, and the benefits of, and the challenges arising from, bilingual education for these learners. It explored the experiences of teachers in meeting the needs of bilingual learners with SEN and the training needs of these teachers. The study reports on standards of good practice in relation to SEN provision that are in keeping with national guidelines. It also identified advantages and challenges for particular learners with SEN in Irish-medium schools that are likely to be equally applicable to bilingual learners within Ireland and in other jurisdictions.

Keywords:

• Irish
• immersion education
• linguistic proficiency
• special educational needs
• teacher training
• bilingualism

Acknowledgements

Mhaoinigh Gaeloideachas an tionscadal taighde seo go hiomlán. Is eagraíocht Ghaeilge í Gaeloideachas ata páirteach i mbunú, i neartú agus i bhforbairt Ghaelscoileanna. Sholáithrigh Gaeloideachas agus COGG (an Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta) tacaíocht agus comhairle don tionscadal seo, as a bhfuil na húdair araon an-bhuíoch.

Data availability

Data is available on request from Mary Barratt at [email protected].

Notes on contributors

Mary Barrett is an educational psychologist and former primary school teacher. Her professional background includes primary school teaching, educational leadership and educational psychology, having completed Bachelor of Arts in Psychology and a Bachelor of Education simultaneously in Mary Immaculate College, Limerick. Mary then completed a Post Graduate Diploma in Education Studies (Leadership) in UCD and later a Master of Arts in Educational Psychology (UCD). Mary taught in a Gaelscoil for four years before her career change to educational psychology. She now works in a clinical setting and has experience of working in the areas of disability and mental health. Research interests include bilingualism, bilingual education and youth mental health.

Is siceolaí oideachais agus iar-mhúinteoir bunscoile í Máire Bairéad. Tá taithí agus cúlra gairmiúil aici sa bhunmhúinteoireacht, agus i gceannaireacht agus siceolaíocht an oideachais. Bhain sí amach céimeanna B.A. (Siceolaíocht) agus B.Ed. ag an am céanna i gColáiste Mhuire gan Smál, Luimneach. Ghnóthaigh Máire Dioplóma Iarchéime i Staidéir an Oideachais (Ceannaireacht) i UCD agus Máistreacht Ealaíne i Siceolaíocht an Oideachais (UCD) ina dhiaidh. Mhúin Máire i nGaelscoil ar feadh ceithre bliana sarar aistrigh sí go siceolaíocht an oideachais. Tá sí ag obair faoi láthair i suíomh cliniciúil agus tá taithí aici d’obair i réimsí an mhíchumais agus na meabhairshláinte. Ta suim taighde faoi leith aici in oideachas an dátheangachais agus i sláinte mheabhrach na n-óg.

Dr. William Kinsella is an Educational Psychologist who is the Course Director of the Professional Doctoral and Masters training programmes in Educational Psychology in the School of Education, University College Dublin. His areas of research include inclusive education, educational provision for pupils with Special Educational Needs, with particular interest in Autistic Spectrum Disorders (ASD), and early childhood numeracy skills. He has published on Inclusive Education, ASD, and Intellectual Disability. William’s doctoral supervision topics include Epilepsy, the Role of Educational Psychologists, Cognitive Psychology, ASD, Dyslexia, Professional Ethics and evaluations of evidence based practices in teacher well being.

Paula Prendeville is an educator, a Chartered Psychologist and Associate Fellow of the British Psychological Society. She works as a Senior Educational Psychologist in Enable Ireland, a specialist multidisciplinary service for children with complex neurological presentations. She also teaches on the professional doctorate programmes in Educational Psychology and Clinical Psychology in University College Dublin. Her areas of research interest include inclusive education, teacher education, educational psychology, applied ethics, special educational needs and Autism Spectrum Disorder

Notes

1 ‘Gaelscoileanna’ translates to ‘Irish schools’.

2 Gaeloideachas is a supervisory and support organisation for Irish medium schools.

3 COGG is a support organisation for Irish medium-schools.

Additional information

Funding

This research project was fully funded by Gaeloideachas , which is an Irish-language organisation involved in the establishment, sustenance and development of Irish-language schools. Support and advice was provided for this project by Gaeloideachas p and by COGG (An Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta) , to which the authors are extremely grateful.