Neo-Confucianism Is a Philosophy Which Was Born TEST1

¶ … Structure of Irish Education for Special Education Needs Students

Today, there are more than 140 special schools for students with different types of disabilities in Ireland, including those with general learning disabilities, deficits in sight and/or hearing, and even special schools for students with emotional disabilities (Special needs education 2). In addition, many special education needs students also attend mainstream schools, depending on their individual circumstances (Special needs education 3). Despite the availability of these resources, some observers maintain that even more should be done for special education needs students to help them achieve their full potential. To determine the facts, this paper reviews the relevant literature to provide a rationale in support of the selection of this topic as a chief educational priority and a critical appraisal of the efforts to date in this area. Finally, an analysis of the extent to which this priority has been satisfactorily addressed at a broad and national level is followed by a summary of the research and important findings concerning these issues in the conclusion.

Rationale in Support of Special Education Needs as a Chief Educational Priority

By definition, special education needs student have special needs and unless these needs are satisfactorily addressed, these young learners will be placed at a disadvantage (McCurry and MacBlain 291).

Critical Appraisal of Historic Efforts to Address the Issue

The Irish educational system is structured to provide assistance to other agencies, mainly in the form of funding, for the provision of educational services at three levels (O'Bauchalla 351) Funding for the first two levels is directed primarily at vocational schools and churches while funding for the third level is directed at colleges and universities (O'Bauchalla 351). This is the framework in which special education needs students receive educational services and despite the availability of 142 special needs school across the country, there is a growing move to integrate these young learners into mainstream classrooms. For instance, the Code of Practice concerning the issue of inclusion and integration of special education needs students in Northern Ireland stated: "The needs of most pupils will be met in mainstream schools, and without a statutory assessment or a statement. Children with special educational needs . . . should, wherever appropriate and taking into account the wishes of their parents, be educated alongside their peers in mainstream schools" (cited in McCurry and MacBlain 291).

Most of the classes into which special education needs students are mainstreamed enjoy low student-teacher ratios to allow teachers additional time to provide individualized instruction (Special education needs 4). Notwithstanding these resources and efforts, there are still some steps that need to be taken to provide these young learners with the individualized education they need as discussed below.

Analysis of the Extent to this Priority has been Satisfactorily Addressed

Pursuant to the Education for Persons with Special Educational Needs Act 2004 (the EPSEN Act), all children determined to have a special educational need should be provided with an individualized education plan; however, this approach is still being implemented by the National Council for Special Education (Special education needs 4). Despite publishing implementation guidelines more than a decade ago, there is still no formal date established for this plan (Special education needs 5).