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Increasingly, countries around the world are reforming their traditional ‘special educational needs’ funding models, many of which contradict the overarching principles of inclusive education as set out in the United Nations Convention on the Rights of Persons with a Disability (UNCRPD). There is growing awareness across countries that the way education systems are financed directly shapes the extent to which schools can be inclusive. Spiralling costs have also influenced governments who have begun calling for ‘cost control’ and greater transparency and accountability in how resources are distributed and monies are spent. In Ireland, calls for a more equitable resource model for students with disabilities in mainstream education resulted in the introduction of a new system of funding which removed the need for diagnosis to receive supports. However, since ratification of the UNCRPD in 2018, Ireland's system of special education is being considered for full reform with the possibility of moving to a system of inclusive education and the removal of special schools and classes. This raises the question: can two separate funding streams, one for general education and one for special education ever exist in an inclusive system? Having one funding model for all students, although the logical choice, is the source of much concern among parents and disability advocates, many of whom fear it will lead to children with disabilities ‘falling through the cracks’ and used by government as a mechanism to reduce spending overall.

Over the last decade, there has been a significant increase of students with intellectual disabilities attending mainstream primary and secondary-level education in the Republic of Ireland (McConkey et al., 2017). Despite this increase, it appears that comparatively few of these students successfully transition to further/higher education and/or employment opportunities. This chapter examines typical transition support/guidance provided to students with intellectual disabilities as they prepare to complete their post-primary education in a mainstream setting. Using data from a study of school principals and school personnel responsible for career guidance and transition planning, the findings show guidance is limited for students with intellectual disabilities. Instead of being the responsibility of career guidance counsellors, guidance and transitions planning for students with intellectual disabilities are viewed as being the role of other personnel such as the school SENCO. By assigning this responsibility to special education roles in the school, students with intellectual disabilities may run the risk of having narrow and limited career options presented to them. This study raises serious questions about the effectiveness of mainstream schools in facilitating this critical transition stage for students who have intellectual disabilities.

Research on Traveller education in Ireland is limited. Internationally, studies on the education of the Traveller, Roma or Gypsy community tend to focus on educational participation and exclusion, discrimination, identity and belonging with little focus on the representation of Traveller student across different types of schools and educational settings. This chapter examines the distribution of Traveller students across mainstream and alternative education settings in Ireland, and how this distribution varies across different types of schools and centres. Using data from the Growing Up in Ireland principal survey and survey data from Irish alternative education providers (The National Youthreach Programme), it explores the concentration of Travellers in mainstream provision, in designated disadvantaged schools (Delivering Equality of Opportunity in Schools [DEIS]) compared to non-DEIS schools, and alternative education in Ireland. Findings show a higher representation of Traveller students in schools designated disadvantaged compared to non-disadvantaged settings and greater numbers of Traveller students in large primary and, to a lesser extent, secondary schools. The findings for alternative education show that Traveller young people make up 15% of learners which is higher than their representation in the general population or the school system. There is marked regional variation with higher representation of Travellers in alternative education settings in the West of Ireland compared to other regions.

With increasing policy emphasis on inclusive education and the need to increase retention of students from Traveller backgrounds, it is perhaps an opportune time to explore the distribution of Traveller students across different school and alternative educational contexts so that educational supports can be targeted more effectively.

The purpose of this paper is to suggest the use of a new action research methodology, the learning history, to study knowledge transfer initiatives.

An overview of the literature on learning histories is followed by the results of a case study, where a learning history is used to transfer humanistic practices from an American health care model to a Quebec setting.

This study demonstrates how the learning history method can act as a catalyst to accelerate the knowledge transfer process. It has helped researchers and practitioners recognize and address the challenges involved in implementing change and transferring new knowledge in an organization.

Although the learning history provides a fresh and effective way to study learning and knowledge concepts, the potential of this new methodology in studying knowledge transfer activities has not been fully explored. The limitations are primarily those associated with the amount of work involved in a developing a learning history as well as the courage and honesty it requires.

Approaches to improving learning from experience and descriptions about how to capture and disseminate knowledge within organizations are somewhat limited. The findings of this study offer practitioners and researchers guidance on how to accelerate the implementation of future initiatives knowledge transfer.

By linking learning histories to knowledge transfer, this article provides a fresh new approach to studying how knowledge can be transferred from researchers to practitioners and bridging what some have called “the great divide” between these two communities.

The qualitative characteristics of decision-useful financial information (as set out in the revised March 2018 Conceptual Framework for financial reporting of the International Accounting Standards Board [IASB]) are fundamental for standard setting relied on by companies when making accounting policy changes and choices. However, there has not been an overarching universally agreed conceptual context of the qualitative characteristics. This paper aims to study the completeness of the qualitative characteristics towards suggesting a revision of the Conceptual Framework.

The present study evaluated the completeness of these qualitative characteristics using Foucauldian critical discourse analysis and content analysis paradigms to elucidate the inclusion conundrum. Foucauldian analysis allowed focus on power relationships, governmentality and subjectification in accounting society, as expressed through language and practices of the IASB who ultimately decide on the qualitative characteristics. Content analysis was used to analyse data collected via interviews with preparers and users of banks’ accounts, changes in banks’ accounting policies after the conceptual framework was published and comment letters from banks who wrote to the IASB.

Novel findings from this study revealed the potential significant omissions of the constraints of “materiality”, “transparency” and “regulatory/supervisory framework”. Also, surrounding the qualitative characteristics having been shown to be valid and includable, the adjective “decision-useful” reinstated in the chapter title and the IASB project team technical writers needing to show completeness of attention to all comments.

From these findings, a freshly formulated chapter in the conceptual framework on the qualitative characteristics can now be submitted for consideration by the IASB, with potential for international post-implementation review.

In general, customers expect banks to provide the basic banking services. They also expect different levels of services to maximize the value they can derive from the banks. Hence, customers evaluate competing offers in terms of the totality of the product and service as well as the relationship that exists between themselves and the bank. To gain marketing advantage, banks have to exceed customers’ expectations rather than merely meet the bare minimum. To succeed, a bank must distinguish itself from its competitors not just in the quality of the core product but also in how it manages the “service surround”. Every interaction with a customer provides an opportunity to be “unique” and to “go beyond the call of duty”. Presents the design and management of the core correspondent banking products and the “services surround” in terms of market quality.