A Study of the Experiences of Post-Primary Students with Special Educational Needs in Ireland

This commissioned study explores the views of 223 students with special educational needs to understand their experiences of post-primary education. Thirty post-primary settings participated from across Ireland involving a range of types of educational setting. Students were interviewed in their educational settings individually, in pairs or as part of focus groups.

The findings were consistent with other previously conducted international studies and indicated that the views of Irish students are broadly similar to those of students with SEN in other countries. Students were able to comment on school culture and climate; relationships with teachers; relationships with peers; curriculum and teaching methods; identification of SEN; support arrangements; accreditation routes and examination supports; and, participation and engagement with learning. The majority of students were positive about their current provision. Those that had changed placement preferred their current placement.

We identified a large number of helpful and unhelpful approaches used in mainstream and other settings to help schools think more carefully about how to remove barriers to learning and participation. From this, we were able to make suggestions for recommendations to further improve the educational experience of students with special educational needs. The most important key lesson from the literature review and from the students who participated in the study was that the students want to be involved in key decisions about their education and support arrangements suggesting that planning needs to be more student-centred.

There are a number of limitations to the study which are discussed in the report. There is breadth to the study but this meant that there was only a short time to work with students in each school; despite this we have a wide range of views consistent with previous research. The way in which students were recruited relied on teachers and schools selecting possible participants and there is potential bias in the selection, though students talked about their negative experiences as well as their positive experiences. There may be an under-representation of students with severe communication disorders and from designated special classes. The selection of areas to explore followed the adult agenda of commissioners and may not coincide with student agendas.