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ERIC Number: EJ1115239
Record Type: Journal
Publication Date: 2016
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0885-6257
EISSN: N/A
Review of the Visiting Teachers Service for Children with Hearing and Visual Impairment in Supporting Inclusive Educational Practice in Ireland: Examining Stakeholder Feedback through an Ecological Systems Theory
McLinden, Mike; McCracken, Wendy
European Journal of Special Needs Education, v31 n4 p472-488 2016
In line with recent developments in inclusive practice in Ireland, children with sensory needs are increasingly educated in mainstream rather than specialist provision. Educational supports are provided by a range of practitioners and include input from the visiting teachers service for children with hearing and visual impairment. This paper reports on findings from the first national review of the service. The review process included desktop research, meetings with a range of key stakeholders as well as a national invitation for written submissions (n = 1372). The findings serve to illustrate the multi-faceted nature of the role of the specialist teachers who work in the service and the range of influences that impact on their work in facilitating inclusive educational practice. To support a holistic analysis of their role, an ecological systems theory is drawn upon as a lens through which to examine the inclusive educational "supports" identified within the review. Mapping the array of educational supports onto an ecological systems theory enables an appreciation of the multiple sources of influence and interconnections in relation to the role. The paper has significance for service providers seeking a theoretical framework that affords potential for comparison of activities across professional roles, settings and contexts.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ireland
Grant or Contract Numbers: N/A