The induction of beginning teachers continues to occupy a significant position on educational policy agendas as a crucial dimension in the formation of a teacher and one upon which an emergent career is built. Whilst there is growing impetus to establish an induction model that constitutes a relevant, fulfilling experience, current arrangements…

Under the aegis of inclusion, greater numbers of learning support assistants (LSAs) in mainstream and special schools are increasingly required to assist teachers with pupils who have complex needs across the full age range. Because of the numerous and wide-ranging learning difficulties and learning disabilities in addition to sensory impairment,…

A key role in the development of inclusive practices in schools and classrooms is that of the Special Educational Needs Coordinator (SENCO), a role that has changed most radically since the introduction of the Code of Practice in England, Wales and Northern Ireland. Through interviews with SENCOs in primary and post-primary schools in Northern…

This paper reports research on cross-national collaboration through Information and Communications Technology (ICT) within the statutory curricula of 10 special schools in Northern Ireland and the Republic of Ireland. Working in north-south paired classes, the pupils carried out joint tasks using asynchronous computer conferencing and…

Examined newly certified Irish secondary teachers' feelings about the adequacy of their preservice teacher preparation, experiences with beginning teacher supports, and visions for induction. Results indicated they were generally satisfied with preservice training, enjoyed the rewards of seeing students learn, but were concerned about discipline…