This article presents findings from a mixed methods study which explored the perspectives and experiences of post-primary teachers in Ireland regarding students with Attention Deficit Hyperactivity Disorder (ADHD). Using an anonymous online questionnaire (n = 239) and semi-structured interviews (n = 8), this research examined teachers' views and…

The Incredible Years Teacher Classroom Management (IYTCM) programme aims to equip teachers with the strategies and skills necessary to promote socio-emotional child development. In Ireland, educational psychologists from the National Educational Psychological Service (NEPS) are involved in the delivery of the IYTCM programme training to primary…

In Irish classrooms, one option for educating children with Autism Spectrum Disorder (ASD) involves placement in a special class co-located in a mainstream primary school. This study surveyed 125 primary school teachers who taught in these classes. An evaluative framework of teachers' professional development was used to analyse primary teachers'…

Internationally and in Ireland, the adoption of inclusive education frameworks have been broadly welcomed, particularly by parents of children with special educational needs (SEN). Mainstreaming these children is generally viewed as positive primarily because of the social factors associated with attending mainstream schools for children with SEN.…

Pupils with emotional and behavioural difficulties (EBD) are often considered the most challenging group to manage within mainstream education. The challenges perceived by teachers may be due, in part, to negative attitudes towards this cohort of pupils, which may exacerbate feelings of inadequacy and impact negatively upon direct interactions…

There has been a significant policy shift from parallel systems of special and mainstream education in the Republic of Ireland towards provision underpinned by enabling legislation with a presumption for inclusion. The role of teachers in establishing inclusive learning environments is critical and it is generally accepted that inclusive practice…