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“There’s a bit to go”: perspectives of young autistic adults on their post-primary educational experiences in Ireland
No full textUnderstanding the educational experiences of autistic students in the Republic of Ireland is an area of research that to date has received very little attention. This seems remiss given the increasing numbers of autistic students in mainstream settings, as well as policy commitments to, and emphasis upon, inclusive educational environments. Therefore, the purpose of this study was to capture the voices of this student cohort and detail their experiences of the Irish
educational environment. The research was situated within an interpretivist-constructivist paradigm and utilised a qualitative data collection approach. Data were analysed thematically.
The emergent themes from the findings were: the everyday challenges for autistic students, supportive factors in positive experiences, guidance for present-day students and insights for schools and educators. The findings of the study highlighted the need to work in partnership with autistic students to identify what is needed to ensure a meaningful, appropriate and
equitable education.N
Highlighting the DSM-V's omission of client context
Get PDFThe DSM-V is a product of a medical culture that holds individual symptoms as important within the search for biological indicators and psychopathological genetic etiologies (Van Praag, 1990, p. 21). Such an approach undermines the importance of context for understanding problems of living. This paper will look at three components in relation to DSM-V's biological model to show how they exacerbate the promotion of medication treatment using the examples of OCD, social phobias, anorexia, and the therapy experience of U.S. military troops. First, it will look at the DSM-V's categorical approach to diagnosis in juxtaposition to a dimensional/holistic approach, framing the former as an exacerbator of medical solutions to problems of living. Second, it will show that the abstraction required for the categorization inherent in the DSM-V does not rely on etiology, rather descriptions which lead to the discrete groupings of disorders for medical matchmaking. Finally, this paper will inform of the repercussions the DSM-V's categorization and abstraction has on the interpretation of culture in relation to problems of living and why its stigmatization of such problems is an interpretation that contributes to the medicalization of treatment rather than a culture of commitment that incorporates holistic support.Ye
Teachers' experience of working and collaborating with external professionals as a strategy to support children in DEIS1 urban primary schools
No full textThis study describes teachers’ experiences of participating in interdisciplinary collaborative approaches as a strategy to support children in DEIS1 urban primary schools.
Interdisciplinary collaboration is an approach to support inclusion of children in schools. It involves different professionals collaborating to ensure children reach their holistic potential. This study aims to discover Irish teachers’ experiences of participating in interdisciplinary collaborative approaches.
A qualitative descriptive study was undertaken. Seven participants were interviewed using semi-structured interviews. The data was analysed using Braun and Clarke’s Reflexive TA framework (2022). Four themes were discovered: Approaches to Interdisciplinary Collaboration, Benefits of Interdisciplinary Collaboration, Challenges of Interdisciplinary Collaboration and Education and Training.
Study findings revealed that teachers used two interdisciplinary collaborative approaches – the MDT and City Connects Pilot Project. Benefits to interdisciplinary collaboration included shared decision making and responsibility. Challenges identified included lack of training, knowledge, confidence and time.
Recommendations arising from this study highlighted a need for policy to include more CPD opportunities for teachers to expand their knowledge about interdisciplinary collaborative approaches. School leaders must provide support and outline the expectations of all professionals undertaking interdisciplinary collaborative approaches. Further research is needed about children, parents’ and external professionals’ experiences of interdisciplinary collaborative approaches.N
The role of distributed leadership in implementing the DEIS plan in DEIS primary schools in co. Tipperary
No full textBoth literature and practice highlight the need for leadership to be distributed to sustain the role of principal as senior leader, within a primary school. The DEIS Action Plan provides DEIS schools with the optimal context to successfully implement the distributed leadership model. This dissertation explores the perspectives of teachers and principals and their perceived benefits and challenges of distributed leadership in their DEIS primary school context in Ireland. A qualitative study consisting of semi-structured interviews with five teachers and five principals was conducted to elicit their experience of distributed leadership in DEIS Primary Schools. The various aspects of formal and informal distributed leadership are indicated in the findings which capture both the benefits and challenges of school leadership in Ireland. The importance of multiple leaders in distributed leadership in primary school settings is highlighted by the study. Collegial relationships, the establishment of a professional learning community, enhanced leadership capacity and improved school development are presented as benefits. Insufficient time, increased workload, relational trust and accountability emerge as barriers to distributed leadership. This study confirms previous research findings that highlight the importance of distributed leadership as an effective leadership approach in DEIS primary school, while also proposing that the model should be more formally recognised and supported.N
An mbíonn dúshlán ag baint le príomhoidí a earcú i Scoileanna Lán-Ghaeilge (SLG agus SG) agus Ghaeltachta agus má bhíonn conas is féidir múinteoirí (SLG agus SG) a spreagadh agus a ghríosadh i dtreo na ceannaireachta?
No full textMaítear le tamall fada go mbíonn tionchar ollmhór ag ceannairí scoile ar ghnóthachtáil daltaí bunscoile. Aithnítear go ngnóthaíonn daltaí ardscileanna agus torthaí arda i scoileanna ina mbíonn an cheannaireacht éifeachtach agus ar chaighdeán ard. Áitítear chomh maith go bhfuil an ról éabhlaithe agus forbartha le blianta beaga anuas.
Tugadh léargas cuimsitheach ar an gceannaireacht i mbunscoileanna na hÉireann i gcáipéis Líonra Príomhoidí Bunscoile na hÉireann Primary School Leadership: The Case for Urgent Action A Roadmap to Sustainability 2022. Aithníodh ann go bhfuil ualach oibre ar phríomhoidí bunscoile agus mar thoradh ar an ualach oibre seo tá brú agus strus ar phríomhoidí de bharr dualgais an róil. Níor díríodh go sonrach ar an gcomhthéacs lán-Ghaeilge ná Gaeltachta sa cháipeis thuas. Tugadh faoi sa taighde seo an chomhthéacs lán-Ghaeilge agus Gaeltachta a iniúchadh agus a thuiscint. Rinneadh iniuchadh ar bhraistintí agus uaillmhianta múinteoirí bunscoile i suíomhanna lán-Ghaeilge agus Gaeltachta maidir leis an gceannaireacht. Dáileadh ceistneoirí ar rannpháirtithe, cuireadh príomhoidí, cathaoirleach agus múinteoirí faoi agallamh agus cíoradh an litríocht chun teacht ar thuiscint níos domhaine ar an dtopaic.
Léiríodh sa taighde seo gur beag suim atá ag múinteoirí i bpost an phríomhoide. Tuigtear go forleathan go bhfuil liosta gan áireamh de dhualgais ar an bpríomhoide Éireannach gan trácht ar an bpríomhoide atá ag feidhmiú i suíomh lán-Ghaeilge nó suíomh Gaeltachta. Léirítear sa litríocht go bhfuil dúshlán faoi leith ag baint leis an suíomh tumoideachais go náisiúnta agus go hidirnáisiúnta.
Táthar ag súil go mbeidh an taighde seo agus na moltaí ag eascairt as, ina fhoinse eolais do pháirtithe leasmhara an oideachais lán-Ghaeilge in Éirinn.N
An ionann na dúshláin a bhíonn le sárú ag rannpháirtithe i mbun oibre i scoileanna Gaeltachta (SG) i gcur chun cinn na Gaeilge mar theanga chumarsáide agus na dúshláin a bhíonn le sárú ag rannpháirtithe i mbun oibre i scoileanna lán-Ghaeilge (SLG) atá lonnaithe lasmuigh de Limistéir Phleanála Teanga?
No full textLuaitear sa Straitéis 20 Bliain don Ghaeilge (2010) go bhforbraíonn scoileanna, a fheidhmíonn trí mheán na Gaeilge, pobal teanga agus pobal labhartha na Gaeilge. Caithfear a ghlacadh, mar sin, go bhfuil na dualgais chéanna, i dtaobh chur chun cinn na Gaeilge, ar scoileanna Gaeltachta (SG) agus ar scoileanna lán-Ghaeilge (SLG). Tá dualgais orthu, araon, an Ghaeilge a fhorbairt mar theanga chumarsáide i measc an phobal scoile.
Aithnítear na dualgais atá ar ‘…na scoileanna i limistéir Ghaeltachta chun chur le cothabháil na Gaeilge mar phríomhtheanga phobail’ (POG 2016, lch.6). Níl na dualgais aitheanta ag an Roinn do scoileanna lán-Ghaeilge, áfach.
Sa taighde seo, rinneadh imscrúdú ar na dúshláin a bhíonn le sárú ag SG agus ag SLG agus iad ag iarraidh an Ghaeilge a fhobairt mar theanga an tsóisialaithe. Faoi scáth na paraidíme tógachaíche, rinneadh iniúchadh ar thuairimí, ar dhearcthaí agus ar eispéiris rannpháirtithe i mbun oibre i SG agus i SLG.
Earcaíodh rannpháirtithe ó SG agus ó SLG chun comparáid iomlánaíoch a dhéanamh. Ghlac príomhoidí SG agus SLG, múinteoirí SG agus SLG, tuismitheoirí SLG agus daltaí SLG páirt sa taighde seo. Le go bhféadfaí imscrúdú criticiúil agus cuimsitheach a dhéanamh ar thuairimí na rannpháirtithe, baineadh úsáid as ceistneoirí, agallaimh leath-struchtúrtha agus grúpaí fócais.
Ag eascairt as anailís agus sintéisiú na sonraí, aithníodh go mbíonn na dúshláin céanna le sárú sa dá shuíomh foghlama. In ainneoin na cosúlachtaí seo, tá difríochtaí suntasach idir na tacaíochtaí a chuireann an Roinn Oideachais agus Scileanna ar fáil do scoileanna Gaeltachta agus na tacaíochtaí a chuirtear ar fáil do scoileanna lán-Ghaeilge, an Polasaí don Oideachas Gaeltachta (2016) ach go háirithe.
Táthar ag súil go mbeidh torthaí an taighde, mar aon leis na moltaí a d’eascair as an taighde, ina n-acmhainn do phobail scoileanna Gaeltachta agus scoileanna lán-Ghaeilge agus iad ag iarraidh na dúshláin a bhaineann le chun cinn na Gaeilge mar theanga chumarsáide a shárú.N
Using multisensory strategies to teach spellings to pupils with spelling difficulties and its influence on spelling achievement, motivation to learn spellings, and spelling self-efficacy
No full textThis study examined how multisensory strategies as part of a spelling intervention programme influenced spelling achievement, motivation to learn spellings, and spelling self-efficacy in pupils with spelling difficulties in a rural Irish primary school. The data collected was examined, analysed, and discussed from the perspective of participants, parents, the class teacher and the Special Education Teacher (SET). The effects of multisensory strategies on achievement as well as the factors of motivation and self-efficacy from the affective domain were examined in the study. The research was conducted using a mixed methods approach which adopted a pragmatic paradigm where the experience (multisensory strategies) and interpretation of the participants revealed the influences and benefits of the spelling intervention.
Quantitative data was collected using the Elementary Spelling Inventory (ESI), spellchecks and the adapted General Self-efficacy scale which were used to examine data pre- and post-study. Qualitative data was collected from semi-structured questionnaires from participants, parents, the class teacher and the researcher’s observations using a research diary (RD). The three themes which emerged were achievement, motivation, and self-efficacy. The findings revealed that using multisensory strategies to teach a spelling intervention programme increased spelling achievement, motivation to learn spellings and spelling self-efficacy in pupils with spelling difficulties in a rural Irish school. The implications of the study conveyed that multisensory strategies should be used as part of a spelling intervention programme for pupils with spelling difficulties in small group settings. They can also be used to teach pupils with spelling difficulties with a diagnosis of developmental dyslexia and pupils with additional complex needs.N
Úsáid teanga an dalta Gaelscoile ar phodchraoltaí féinstiúrtha inranga agus a n impleachtaí do mhúineadh na Gaeilge
No full textDe réir An Phríomh
Oifig Staidrimh tá torthaí Daonáirimh 2022 ag léiriú méadú 6% ar
an méid daoine ar féidir leo Gaeilge a labhairt, ach in ainneoin an mhéad aithe seo tá
laghdú le sonrú sna cainteoirí Gaeilge laethúla. Anuas air seo léiríonn saineolaithe sa
ghort go bhfuil tírdhreach sochtheangeolaíochta na tíre ag athrú go suntasach Ó Duibhir agus Ni Thuairisg Níl na ceantair G h aeltachta mar t h alamh slán d on
Ghaeilge, le titim ar s h eachadadh na Gaeilge ó ghlúin go glúin. Is iad na cainteoirí
Gaeilge atá sna ceantair iarthraidisiúnta tromlach na gcainteoirí laethúla sa lá atá inniu
ann (Day agus Walsh 2020 O’Rourke agus Walsh 2020 Seoig h e 2018 ; Ó Murchadha 22018).
In ainneoin na
n athraithe suntasacha sochtheangeolaíochta seo, tá seanmhúnlaí teanga
fós ag déanamh díobhá la do d h listeanacht na Gaeilgeoirí is fairsinge sa tír; sin an
nuachainteoir Gaeilge (Day agus Walsh 2020 O’Rourke agus Walsh 2020 Seoig h e
2018 ; Ó Murchadha 22018). Dearbhaít ear an suíomh scoile, agus ról an mhúinteora ach
go háirithe mar an baol reatha do d h listeanacht an nuachainteora (Bourdieu 1991 1991). Is
léir mar sin go bhfuil dúshláin nach beag ann d o n earnáil Gaeloideachais chun leanúint
ag giniúint chainteoirí Gaeilge a b hfuil infheistithe, gníomhach agus claonta i dtreo na
Gaeilge ar bh on n fad saoil, agus ní i gcomhthéacs na scoile amháin. Tá téamaí
infheistithe teanga, gníomhaíocht teanga agus úsáid teanga iarbhír an fhoghlaimeora
mar c h roí na ceiste.
Mar chrann taca ar
daítear ról na teicneolaíochta chun borradh a chur faoi f h oghlaimeoirí
teanga. Áitíonn daoine feasa sa ghort ( Panagiotidis 2021; Philips Warschauer 1998;1998;) go bhfuil luach ar leith ag na meáin nuálacha chun pobail t h eanga leochaileach a
a nascadh agus a tháthú le chéile agus oll láithreacht m h ór theanga ina gcoitinne. Is léir
go bhfuil deis le tapú mar sin i gcás na Gaeilge agus na meáin nuálacha. Léiríodh
ta ighde in Éir i nn go bhfuil bearnaí ann d’úsáid na meáin nuálacha chun c h ruachás na
Gaeilge a cheansú Fleming agus Debski 2007; Ó Duibhir 2009).
Ba í aidhm an taighde feidhmigh seo mar sin ná ról uirlis nuálach amháin; podchraoltaí a iniúchadh chun fianaisí a nochtadh dá bhfiúntas chun cur le hinfheistiú, gníomhaíocht agus foclóir na rannpháirtithe sa staidéar reatha. Rinneadh idirghabháil podchraoltaí a reáchtáil i measc daltaí rang a 6 i nGaelscoil lasmuigh den Ghaeltacht. Is é taithí an fhoghlaimeora ar a thuras shealbhú Gaeilge agus conas an turas sin a éascú le húsáid podchraoltaí sprioc an fhiontair seo. Bhí iompar teanga iarbhír na rannpháirtithe agus a gníomhaíocht sa Ghaeilge mar shlat tomhais d’éifeacht podchraoltaí mar chur chuige teagaisc teanga.
Faoi threoir na paraidíme pragmataí dearadh an taighde reatha. Baineadh úsáid as modhanna measctha taighde agus tugadh cúram do heitic, bailíocht agus iontaofacht an taighde ag gach céim. Táthar ag súil go mbeidh an staidéar seo, ar aon leis na moltaí atá ag eascairt as mar ábhar machnaimh do mhúinteoirí na hearnála Gaeloideachais agus an Roinn Oideachais araon.N
The content of the Christian Religious Studies syllabus in Nigerian secondary schools: a historical perspective on indigenous pastoral theology
Get PDFChristian Religious Studies in Nigeria is almost entirely based on the study of the Bible. This
is as a result of the historical foundation of formal education in Africa, and the contribution of
missionaries. Though strongly influenced by political and economic factors, African theology
has developed from a strong scriptural standpoint.
The different approaches to pastoral theology on the continent need more clarity on what the
future holds for young people of faith. This research provides that clarity and specifically
identifies the present situation of Indigenous pastoral theology (IPT) in Nigeria.
The pedagogical option and method used for teaching Christian Religious Education provide
an opportunity to understand why there is a lot of emphasis on Christology in secondary
schools.
Through formal education and a systematic study of academic materials, one can develop a
hypothesis for an African theology of Education (ATE) as a sustainable way of contributing to
the growth of pastoral theology from a local level.N
E-leadership in educational environments: case study in online experience of a basic education school in Brazil
No full textThe aim of this research is to identify, through a case study, components of e-leadership from the perception of pedagogical coordinators who act as e-leaders in an educational environment. In particular, will be examined the perceptions of educational
leaders related to challenges and characteristics, as well as their possible solutions and forms of development, respectively. This study used a mixed-method approach. The e-leader perceptions around e-leadership elements were identified using two
instruments developed by the researcher based on the Principal Technology Leadership Assessment (PTLA) and the National Educational Technology Standards for Administrators (NETS-A). The first instrument is a questionnaire (N=13), to gather
quantitative and qualitative data. Next, semi-structured interviews (N=5) are used to gather qualitative data to be analysed with questionnaire responses to confirm and complement information. The results showed positive perceptions from the e-leaders
in the uses of digital technology in managing online educational settings and could generate benefits for managers, teachers, students and the school community involved. The results point out as the main challenges to leading online in educational
environment, to cope with limited knowledge of the team members in using digital technologies, and getting or developing a good plan and organization to manage online environment; regarding e-leader characteristics it involves technical skills element and
attitudinal aspect, encompassing emotional, interactional and interpersonal nature, close to what has already been identified and presented in the literature on e-leadership. The sample of participants in this research provides a parallel narrative to the analysis of quantitative data and promotes the use and development of e-leadership in an educational organization.N