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An exploration of assistive technology in Irish senior primary school classrooms
No full textPurpose: This study evaluates AT implementation and the lived experiences of Irish Primary School Teachers in Senior Classrooms. This research aims to identify the barriers in the system and provide strategies to improve AT implementation in primary education. This study will examine AT through the lens of UDL and outline how the UDL framework can facilitate access to the curriculum for all pupils.
Methods: This study employed a sequential explanatory mixed methods approach, with an online survey completed by thirty-four Senior Class Teachers and twelve teachers participating in semi-structured interviews.
Results: Teachers reported an inadequate provision system for Assistive Technology, insufficient training at all stages of their careers, and a need for more cohesion between stakeholders. The teachers identified barriers and strategies to create an integrated system of infrastructure, professional learning, and support.
Conclusion: The Assistive Technology system requires significant restructuring to a needs-based approach. Adequate provision of technology and teacher professional learning would create an environment where pupil needs, and autonomy are prioritised. Assistive Technology through the lens of Universal Design for Learning would support all pupils by removing learning barriers and providing tools and support necessary for pupils marginalised in the education system.N
Céard iad na riachtanais a bhíonn ag múinteoirí bunscoile ar oileáin Ghaeltachta?
No full textBaineann an taighde reatha seo leis na riachtanais a bhíonn ag múinteoirí a bhíonn ag múineadh ar na hoileáin Ghaeltachta. Léiríonn sé ón tochailt ar an litríocht a bhaineann leis an gcóras oideachais Gaeltachta in Éirinn nach bhfuil aon chlár oiliúna ann chun múinteoirí a réiteach chun múineadh ar na hoileáin Ghaeltachta seo. Sa tráchtas seo déantar iniúchadh ar na riachtanais a bhíonn ag múinteoirí bunscoile a bhíonn ag múineadh ar na hoileáin Ghaeltachta chun na gnéithe is mó a bhíonn tionchar acu ar shaol an mhúinteora a aimsiú agus a shoilsiú.
Déantar anailís ar an tábhacht a bhaineann leis an teanga, an saol ar oileán Gaeltachta chomh maith leis an suíomh ilghrád agus na scileanna a theastaíonn chun ceithre rang a mhúineadh. Féachtar ar an bhforbairt ghairmiúil agus an tacaíocht atá ar fáil do mhúinteoirí a bhíonn ag múineadh sna suíomhanna speisialta seo agus ina dhiaidh sin déantar scagadh ar chaidrimh an mhúinteora ar oileán sa Ghaeltacht. Mar thoradh ar an taighde faightear tuairim de phróifíl an mhúinteora a bhíonn ag múineadh ar oileán Gaeltachta.
Dírítear freisin ar an mbearna atá le líonadh i litríocht na hÉireann, faoin oideachas ar leith a bhíonn ar na hoileáin Ghaeltachta agus go bhfuil gá le tacaíocht agus oiliúint a chur ar fáil do mhúinteoirí atá suim acu múineadh sna suíomhanna seo.
Paraidím tógachaíoch agus sampla bresitheach a úsáidtear chun tabhairt faoin taighde mar is ag na múinteoirí áirithe seo atá taithí ag múineadh ar na hoileáin Ghaeltachta. Baintear úsáid as modh cailíochtúil chun na sonraí a bhailiú. Cuireadh agallaimh leathstruchtúrtha duine ar dhuine ar gach rannpháirtí agus déanadh trí ghrúpa díobh – múinteoirí reatha, múinteoirí ar scor agus múinteoirí faoi oiliúint mar tá taithí acu a bheith ag múineadh ar oileáin Ghaeltachta. Cuireadh na múinteoirí seo faoi agallaimh chun éisteacht leis an taithí a bhí acu ag múineadh ar na hoileáin seo. Taispeánann
torthaí an taighde reatha gur chóir polasaí nó clár oideachais dá gcuid féin a bheith ar fáil do mhúinteoirí na n-oileán Ghaeltachta. Déantar soilsiú ar an bhfírinne go bhfuil géarghá le oiliúint cheart a chur ar mhúinteoirí sa teanga agus conas freastal ar ranganna ilghrád le ceithre rang ar oileán. Cuireann an taighde cruthúnas ar fáil gur iad muintir na Gaeltachta nó na hoileánaí iad féin na hoidí is oiriúnaí chun múineadh ar na hoileáin seo de bharr go bhfuil an taithí saoil agus an líofacht sin acu chun tabhairt faoi. Beidh an taighde seo mar fhoinse tosaithe do mhúinteoirí Gaeltachta agus mar thúsphointe chun tabhairt faoin ábhar amach anseo.N
The perspectives of Irish primary school classroom personnel on their role in the inclusion of autistic children in the mainstream classroom
No full textThis research sought to understand the factors which affect successful autism inclusion in the mainstream classrooms of primary schools in Ireland. This was done by gathering the viewpoints of the practitioners working with autistic pupils.
For almost twenty years, there has been a policy of inclusive education in Ireland, mirroring inclusive policies internationally. All children, regardless of disability or difference, are entitled to be educated alongside peers in a mainstream classroom. However, despite the policy and education funding, many autistic pupils face barriers in school which, in some cases, lead to exclusion.
Using a qualitative research approach, six mainstream teachers from different schools and settings were individually interviewed along with a focus group of six Special Needs Assistants. Data was analysed through an interpretivist lens using a Constructivist Grounded Theory methodology.
Findings demonstrated that despite the enthusiasm of classroom personnel, the inclusion of autistic pupils in mainstream can be challenging for both the pupils and the staff working with them. Autistic pupils’ anxiety penetrated all aspects of school engagement. The bustle and pace of the classroom environment along with dynamics of social interaction with peers, triggered this anxiety which sometimes presented as acting out behaviours. These impacted classroom management and the needs of all pupils. Staff were operating without a full understanding of the presentations of autism and insufficient training on successful strategies.
The results showed that autistic pupils need to be comfortable and regulated before academic learning and social engagement takes place. For some children, the flexibility and structure of the Special Autism Class provided a positive alternative to mainstream, aiding regulation, teaching skills and encouraging talents.N
Irish primary school teachers' perceptions of trauma and the strategies that they perceive as most effective in supporting the social and emotional wellbeing of children affected
No full textRecent policy developments indicate that Ireland is invested in enhancing student wellbeing. The Department of Education and Skills has laid down the expectation that by 2025 all schools will engage in the process of school self-evaluation in the area of wellbeing. While progress continues to be made in the area of wellbeing, there is a lack of discourse about adverse childhood experiences (ACEs) and childhood trauma within the education realm. As a result, the needs of children experiencing trauma attending Irish primary schools continues to be overlooked at government level. This study amplifies the voices of Irish primary school teachers by exploring their perceptions of the impact of trauma in schools and the strategies that they perceive as most effective in supporting the social and emotional wellbeing of children experiencing trauma in daily school life. This insight is gained from an online questionnaire completed by twenty-nine primary school teachers and followed up with four interviews. This study found that trauma has a significant impact on the social and emotional wellbeing of children in primary schools. Teachers discussed the critical role that they have in implementing various strategies to meet the needs of traumatised children. Yet, internal and external issues such as staffing, training and the availability of supports are uncovered in this study. Overall, this study highlights the complexity of trauma and the urgent need to upskill teachers and provide increased support services to Irish schools to meet the needs of children experiencing trauma.N
Iniúchadh ar an amhránaíocht mar mhodh teagaisc na gramadaí i mbunscoileanna lán-Ghaeilge lasmuigh den Ghaeltacht
No full textTá córas tumoideachais na hÉireann ag dul ó neart go neart le tríocha bliain
anuas. Cé go dtuairiscítear go n-éiríonn le daltaí sa chóras seo ardchumas a
bhaint amach i scileanna gabhchumais, maítear, mar sin féin, go mbíonn
deacracht acu maidir le cruinn-úsáid na Gaeilge (Ó Ceallaigh 2016; Ó Duibhir
2018; Ní Aogáin 2019; Flynn 2021). Is í an deacracht sin a spreag an taighde
seo.
Bíodh is go bhfuil saibhriú taighde le sonrú i ngort an tumoideachais le
blianta beaga anuas, tá bearna mhór sa taighde sin maidir le tionchar na gcur
chuige oideolaíochta ar fhorbairt na gramadaí (Ó Ceallaigh et al. 2017; Ní
Dhiorbháin 2016; Ó Duibhir 2018). Déanfar iniúchadh sa taighde seo ar na
straitéisí teagaisc atá ag múinteoirí i leith mhúineadh na gramadaí d’fhonn
léargas níos cuimsithí a fháil ar a bhfeasacht ar oideolaíochtaí tumoideachais.
Ar an mbonn go bhfuil “cruinneas na gramadaí riachtanach le cumarsáid
éifeachtach a dhéanamh” (Flynn 2021, lch.139), is í aidhm an taighde seo ná
iniúchadh a dhéanamh ar éifeachtacht na hamhránaíochta mar mhodh
teagaisc na gramadaí.
De bharr dúshlán na ndaltaí ard-chruinneas sa Gaeilge a bhaint amach agus
an bhearna sa taighde bunaithe ar theagasc na gramadaí, is mithid agus is
riachtanach an t-ábhar seo a fhiosrú. Táthar ag súil go dtacódh torthaí an
taighde seo le teagasc agus le foghlaim na gramadaí a fhorbairt agus a
fheabhsú.N
Study into how school ethos can support teachers to reflect on their values and implement them in their professional development
No full textIntroduction
This study builds on earlier research about how teachers reflect and what they reflect on. This study explores the relationship between teachers’ values and how values influence the decisions that teachers make.
Purpose
The aim of this study is to identify how the Patron’s Framework on Ethos supports teachers and how teachers’ values are enacted on a day-to-day basis. The aim is also to explore how and where teachers reflect on their values and actions.
Methodology
Braun and Clarkes qualitative analysis method was used to generate codes and themes from the data. I invited 6 participants from 3 schools, (2 from each school) to partake in semi-structured interviews.
Results
The results show that teachers have always relied on their professional values to guide them and develop resilience. Teachers values align with the core values of the ETB. In practice, on a day-to-day basis, teachers, school leaders and schools focus on the values and of their community within which the school is central. These reflected values generate the school’s identity. The ethos framework is useful to provide clarity and supports the already well established core values within schools. Teachers experience of policy around values and wellbeing showed that there while there is a lot of support for students, there are not enough supports for teachers and teachers have to look elsewhere for support, colleagues, family.
Time and space to reflect was created by teachers in very creative ways, with limited support from others.
Findings also show that support such as wellbeing and ethos for students can develop into a box-ticking exercise in its delivery and students may become more dependant and less resilient as a results.
Conclusion
The results confirm previous studies that teachers’ values influence how they teach and the decisions they make. The social capital within schools and the wider community that they are situated is relied heavily upon, but this is a resource that is not used to it’s potential with regard to the wider community. Healthy relationships between individuals is central to meaningful reflection.
The meaningful, effective teaching of values and wellbeing in schools and how student resilience is affected would require further studies.N
Oideachas Speisialta i SLG – an gcothaítear eispéireas ionchuimsitheach oideachais do pháistí le RSO
No full textTugtar faoi deara go bhfuil feabhas tagtha ar na tacaíochtaí atá curtha ar fáil do pháistí le Riachtanais Speisialta Oideachais i scoileanna lán-Ghaeilge. Cruthaíonn sé seo go bhfuil an Roinn Oideachais ag déanamh iarracht oideachas ionchuimsitheach a chruthú do pháistí le RSO. Ní bhaineann scothroghnacha leis an oideachas a thuilleadh agus glactar agus cuirtear fáilte roimh gach páiste i ngach suíomh oideachasúil, scoileanna LG san áireamh. Bíonn leisce ar thuismitheoirí páistí le RSO a chlárú i SLG de bharr go gcreidtear nach mbeadh na páistí seo ábalta do SLG. Caithfear na tuismitheoirí a spreagadh chun oideachais trí mheán na Gaeilge a roghnú dá bpáistí. an taighde seo muinín do thuismitheoirí sa chóras lán-Ghaeilge do gach páiste le beag beann ar a gcumas oideachais .
Sa taighde tánaisteach seo, déantar anailís ar an ábhar taighde trí léirbhreithniú comhtháite a dhéanamh ar an litríocht.
Sa léirbhreithniú insinte déantar anailís ar an taighde atá déanta ag saineolaithe aitheanta sa ghort go náisiúnta agus go hidirnáisiúnta ar an tslí go bhfuil béim ag na tacaíochtaí atá curtha ar fáil do pháistí le RSO i SLG chun chóras ionchuimsitheach a chruthú do pháistí le RSO.
Sa léirbhreithniú córasach tuairiscítear an bhearna ó thaobh na mbuntáistí a bhaineann le hoideachas trí mheán na Gaeilge a bheith léirithe do thuismitheoirí agus an t-eolas a bheith curtha ar fáil dóibh i gcáipéis eolais nuair atá tuismitheoirí ag plé a rogha scoile le múinteoirí nó le príomhoidí. Cé go bhfuil taighde ann a léiríonn go bhfuil an t-oideachas trí mheán na Gaeilge oiriúnach do pháistí le RSO níl treoir ag na múinteoirí chun na fíricí a roinnt leis na tuismitheoirí chun iad a spreagadh i dtreo rogha an tumoideachais
Táthar ag súil go mbeidh an taighde seo, agus na moltaí a chuirtear ar fail, mar acmhainn ag an ROS agus scoileanna lán-Ghaeilge chun tacú le meon dearfach an phobail a chruthú maidir leis an tumoideachas do pháistí le RSO agus chun na tacaíochtaí atá curtha ar fáil do pháistí le RSO a fhorbairt níos mó.N
Na cineálacha tacaíochtaí a bhíonn ag teastáil ó pháistí le huathachas, dar le múinteoirí, chun ionchuimsitheacht rathúil sa suíomh bunscoile lán-Ghaeilge a chinntiú
No full textIs í aidhm an taighde seo ná chun tuairimí múinteoirí i leith na cineálacha tacaíochtaí a bhíonn
ag teastáil ó pháistí le hUathachas chun ionchuimsitheacht rathúil sa suíomh bunscoile lán-
Ghaeilge a chinntiú. Rinneadh agallaimh le ceathrar múinteoirí ó bhunscoileanna Béarla agus
ceathrar múinteoirí ó bhunscoileanna lán-Ghaeilge chun comparáid a dhéanamh idir na
suíomhanna éagsúla maidir le páistí le huathachas a thacú agus ionchuimsitheacht a chur i
bhfeidhm.
Is iad na torthaí a tháinig as an taighde seo ná go bhfuil géargá ann níos mó acmhainní a chur
ar fáil as Gaeilge do mhúinteoirí agus do dhaltaí. Míníodh na tacaíochtaí a bhíonn ag teastáil ó
pháistí le hUathachas maidir le riachtanais céadfacha, amharcacha, scileanna sóisialta agus
mothúchánacha. Léirigh na múinteoirí nach bhfuil siad muiníneach as páistí le hUathachas a
thacú, go háirithe sa suíomh bunscoile lán-Ghaeilge agus mhaígh na múinteoirí go bhfuil níos
mó cúrsaí don bhforbairt ghairmiúil leanúnach ag teastáil. Áfach, bhí gach múinteoir
muiníneach as ionchuimsitheacht a chur chun cinn sa seomra ranga. Cé go mbíonn
ionchuimsitheacht i bhfeidhm, is léir go bhfuil níos mó traenála agus tacaíochtaí ag teastáil ó
mhúinteoirí sna suíomhanna bunscoile lán-Ghaeilge chun an tacaíocht is éifeachtaí a chur ar
fáil do pháistí le hUathachas. Fágann sé sin le tuiscint go bhfuil níos mó taighde ag teastáil
chun leibhéal ionchuimsitheacht na bpáistí le hUathachas a fhiosrú agus chun na tacaíochtaí
cuí a chur i bhfeidhm.N
Iniúchadh ar an tionchar a bhíonn ag teagasc follasach ar aistriú scileanna scríbhneoireachta ar theagasc agus ar fhoghlaim na Gaeilge sna hardranganna i scoil lán-Bhéarla
No full textFoilsíodh Curaclam Teanga na Bunscoile ó Naíonáin Shóisearacha go Rang a Sé in 2019. Forbraíodh agus tugadh isteach an curaclam tar éis próiseas athbhreithnithe agus comhairliúcháin (Ó Duibhir agus Harris, 2011), a raibh sé mar aidhm aige curaclam teanga comhtháite a fhorbairt do bhunscoileanna in Éirinn (Ó Duibhir agus Cummins, 2012). Tá aistriú scileanna idir teangacha ar cheann de na príomhtheachtaireachtaí a eascraíonn as Curaclam Teanga na Bunscoile (2019) agus tá sé bunaithe ar an smaoineamh go n-aistreoidh páistí scileanna áirithe óna gcéad teanga go dtí an dara teanga. Tá difríocht shuntasach idir coincheap an churaclaim chomhtháite agus na curaclaim a forbraíodh in Éirinn roimhe seo ina raibh dhá réimse curaclaim ar leith don Bhéarla agus don Ghaeilge.
Is beag taighde atá déanta in Éirinn a fhiosraíonn an tionchar a bhíonn ag aistriú scileanna idir teangacha agus an Ghaeilge á múineadh agus á foghlaim. Dírítear ar an mbearna seo sa taighde reatha chun cur leis an tuiscint agus leis an taighde. Is é cuspóir an taighde seo ná imscrúdú criticiúil a dhéanamh ar an tionchar a bhíonn ag teagasc follasach ar aistriú scileanna scríbhneoireachta ar theagasc agus ar fhoghlaim na Gaeilge sna hardranganna i scoil lán-Bhéarla. Úsáidtear an pharaidím thógachaíoch mar fhráma teoiriciúil chun an cheist taighde a chíoradh. Déanann an taighde seo imscrúdú ar mheonta agus dearcthaí na múinteoirí agus na bpáistí i leith fhoghlaim agus theagasc na scríbhneoireachta Gaeilge.
Baintear úsáid as ceistneoirí, agallaimh agus breathnóireacht chun teacht ar shonraí cainníochtúla agus cáilíochtúla.
Ar an iomlán, fuarthas go raibh tionchar dearfach ag úsáid an Bhéarla i scríbhneoireacht na Gaeilge ar dhearcadh na bpáistí. É sin ráite, is léir ón taighde seo gur chóir teagasc follasach d'aistriú scileanna a phleanáil go héifeachtach chun a chinntiú go ndéanann na páistí dul chun cinn i bhfoghlaim na Gaeilge Tá sé tábhachtach a thuiscint cén fáth go bhfuil an Béarla á úsáid chun tacú le múineadh na Gaeilge agus conas gur féidir leis an mBéarla tionchar dearfach a imirt ar theagasc agus ar fhoghlaim na Gaeilge.
Molann an staidéar seo gur chóir níos mó taighde a dhéanamh chun cur leis an taighde ar theagasc d’aistriú scileanna in Éirinn le béim ar an nGaeilge. Táthar ag súil go gcuirfidh torthaí an taighde seo treoir luachmhar ar fáil do mhúinteoirí agus do pháistí i scoileanna lán- Bhéarla agus go gcuideoidh sé leo an coincheap d’aistriú scileanna a chur i bhfeidhm.N
What approaches have teachers taken to support children’s wellbeing in the post-pandemic classroom?
No full textThis study investigates how teachers supported children's wellbeing in the post-pandemic primary classroom. Schools globally, including Ireland, closed in March 2020 due to the spread of Coronavirus. The unprecedented closure of schools led to the introduction of remote learning through various technology devices. As the world adapted to this new way of life, schools were permitted to reopen in September 2020, with the addition of strict health and safety regimes as outlined in the Department of Education’s (DE) COVID-19 Response Plan for the safe and sustainable operation of Primary and Special Schools.
This qualitative research study was undertaken to explore the lived experience of teachers on how they supported children's wellbeing on the return to the classroom. My interest in this topic stems from my own experience of the COVID-19 pandemic and my passion for supporting children’s wellbeing in the classroom. I found on the return to the classroom, there were significantly more challenges to supporting children’s wellbeing. Considering this, I sought to examine the various approaches teachers have taken to promote children’s wellbeing in the post-pandemic classroom.
This research project was conducted on a small scale of 10 interviews with a variety of primary school teachers, ranging in age, and experience. Both genders were represented in the response, as well as a diverse range of educational settings including, Delivering Equality of Opportunity in Schools (DEIS) co-educational schools (male and female students), single-sex schools (female students), Gaelscoil (curriculum taught through Irish), and a rural two teacher school. Once data was gathered it was analyzed through interpretive phenomenological analysis (IPA). The findings revealed six main themes: the difficulty in defining wellbeing, the negative impact of the pandemic on children's social skills and anxiety levels, teachers' priorities for wellbeing, diverse approaches to promoting wellbeing in the classroom, challenges such as time constraints and lack of suitable resources, and the need for teacher agency and professional development in wellbeing promotion. A number of noteworthy sub-themes emerged also, including the lack of recognition of the SPHE curriculum as a vehicle to promote wellbeing in the classroom, and the overreliance on commercial programmes. The lack of awareness of the guiding document the Wellbeing Policy Statement and Framework for Practice (2018) was also an alarming finding, but it is indicative of the time constraints and overwhelming workload felt by teachers in today’s classroom.
This study has the potential to aid future planning in wellbeing promotion. Agreeing on a shared definition of wellbeing would be beneficial to ensure there is no ambiguity around the widely used term of wellbeing. Expanding the study to include students' and parents'
perspectives would provide a more holistic understanding of the pandemic's implications on children's wellbeing. Providing Continuous Professional Development (CPD) to teachers around wellbeing would allow for a greater familiarity with the Wellbeing Policy Statement and Framework for Practice (2018) while also enhancing teacher’s confidence and knowledge around wellbeing. Finally, we must acknowledge the importance of instilling a sense of wellbeing in our students through the classroom atmosphere, rather than the overreliance on commercial programmes as the only method of supporting children’s wellbeing in today’s classroom.N