While national policies generally support the development of inclusive learning environments, schools can struggle to implement these policies in practice. This longitudinal study offers a unique opportunity to examine at ground level the strengths and limitations of school attempts to implement inclusive practices in relation to children and young people who have special educational needs. This chapter will address the following: government and school policies addressing provision for children and young people with special educational needs; school leaders and implementing policies in practice; types of support provision developed to support those who have literacy difficulties.
Shevlin, M. and Rose, R. (2017), "Leadership Approaches to Inclusive Education: Learning from an Irish Longitudinal Study", Inclusive Principles and Practices in Literacy Education (International Perspectives on Inclusive Education, Vol. 11), Emerald Publishing Limited, Bingley, pp. 53-67. https://doi.org/10.1108/S1479-363620170000011004
Emerald Publishing Limited
Copyright © 2017 Emerald Publishing Limited