Richard Rose

The University of Northampton | UN · Faculty of Health Education and Society

This chapter reports a study of school provision for first generation learners in a tribal community in Maharashtra, India. The chapter considers how a group of children transferred from a government school provision of poor quality into a new and inclusive privately funded school with a more child centred approach. It examines issues relating both...

The Commonwealth Secretariat commissioned 11 papers to provide baseline information on how COVID-19 has impacted education systems in Commonwealth member countries. !e papers have been edited and restructured so that they are now similar in length and arrangement, with the results were collected into 11 chapters under four sections. Each chapter fe...

Purpose: The study aimed to investigate the impact of intensive in-service training in qualitative research methods on the research competencies of a cohort of rehabilitation professionals. Method: A series of three-day workshops was held on professional development in the promotion and utilisation of qualitative research in the field of disability...

Paraprofessional support to enable access to education has developed in differing directions in a range of countries. In Ireland, the role of the special needs assistant has focused on supporting the additional care needs of children with special educational needs to ensure their participation in lessons. The role of the special needs assistant (SN...

In response to international agreements, recent Indian legislation has raised expectations that all children, regardless of need or ability, should gain access to formal education that is inclusive and addresses their social and learning needs. Initiatives designed to support the implementation of this legislation have been undertaken in several pa...

Establishing Pathways to Inclusion presents a discussion of research conducted by the authors in the Republic of Ireland. Project IRIS (Inclusive Research in Irish Schools) was a longitudinal study into provision for children with special educational needs across the country. This book describes the model developed for the research, and presents th...

Data were collected from heads of households across Bhutan to gain insights regarding children with disabilities up to 18 years in Bhutan. Fieldwork was conducted by local enumerators, trained by researchers from the UK who analysed and interpreted the data. Results indicate that whilst there are largely positive attitudes towards children with dis...

This paper discusses the findings from a four-year longitudinal research project into provision for students with special educational needs within the Republic of Ireland (Project IRIS), and specifically discusses the variety of approaches to the provision of support that these students receive in mainstream schools. We begin by outlining the ratio...

During the development of research to compare the processes and impact of inclusive education in Sweden with results obtained from a study undertaken in Ireland, a pilot study was conducted and documented. The pilot study had three aims: (1) to gather data to provide guidance for a substantive study adapted to Swedish conditions through modificatio...

Whereas there appears to be a large body of literature that focuses on ethical concerns within the context of research, there continues to be a feeling of isolation and lack of awareness of ethical guidance and support that leaves researchers to rely on institutional ethical requirements as well as their own ethical principles and previous experien...

The provision of support for students with special educational needs in schools is seen as a critical factor in the development of inclusive education. The means through which support is provided, continues to be based upon assumptions that individualized learning approaches may remediate learning difficulties. This paper reports findings from a lo...

The transition from primary to secondary school represents one of the key junctions in the educational career of young people. Research has shown that much of the challenge in this transition stems from changing social structures and encountering different learning environments. However, the transition experiences of students with special education...

In common with many countries in Africa and globally, the Government of Sierra Leone has given a commitment to address the requirements for ensuring universal primary education (Education for All) as demanded by the Sustainable Development Goals (UNESCO 2015). This chapter reports a process of inclusion policy development based upon research conduc...

Education policy makers in India, in common with those elsewhere, have responded positively to international agreements aimed at securing universal access to education. In acknowledging that for many children, particularly those from disadvantaged situations where the impact of caste, poverty, gender and disability has remained pervasive, the Gover...

The challenges of providing education for a heterogeneous student population (in respect of gender, poverty levels, language and learning aptitude and level) have been major issues in refining Bhutanese policy and practice. These challenges are noted in respect of children with ‘special needs’ in the Bhutan Education Blueprint, 2014–24 (NSB/MoE/UNI...

Student retention continues to be a concern for higher education. Successive Governments have made efforts to incentivise universities however dropout rates continue to increase. Studies have been undertaken on student retention and it appears that there is a combination of reasons as to why student's dropout. This study is of one university in Eng...

In recent years opportunities for international collaboration in research have increased. Participation in European projects and others that involve the development of teams of researchers from diverse national, cultural and linguistic backgrounds have provided opportunities for both comparative research, and that which examines issues of common co...

This paper reports the opportunities and challenges faced by first generation learners, all of whom were designated as being from scheduled tribes and scheduled castes, accessing education in a rural community in the state of Maharashtra, India. The design of the research and the methods used for this child-centred study aimed to generate data to e...

Coping with stress is the effort made to master, tolerate and reduce demands that are created by stressful experiences. Whereas each person may perceive and react to stressful experiences in different ways the coping strategies used can influence the outcomes associated with factors including: health, work, and work and marital relationships. The a...

The promotion of a more inclusive education system has been a source of research and debate for many years. Whilst the concept of inclusive schooling was developed in more economically advantaged countries, many who are in less favourable situations are now considering how they can confront obstacles to inclusion. In order to move forward it is nec...

The sustainable development Goals and directives including the Salamanca Statement have encouraged debate and policy development for the promotion of inclusive education. In India, initiatives introduced to support increased access to learning for children from disadvantaged groups, provide evidence of endeavour to challenge exclusion and create op...

Ireland has a policy of inclusive education to enable children with special educational needs to access education alongside their peers. The introduction of early assessment procedures to ensure that children receive support and resources on entering formal education has been an important strategy for delivery of this policy. This paper uses data f...

The challenge of providing education that is inclusive and seen as equitable for all children is one that has exercised policy makers and education professionals in most countries throughout the late twentieth and early twenty first centuries (Thomas 2013; Loreman, Forlin, Chambers, Sharma and Deppeler 2014). International agreements such as the Jo...

There appears to be a paucity of research undertaken in emotional intelligence in higher education suggesting a gap in which research can be undertaken that can provide new insight and add together with knowledge and understanding. This article discusses a study using sequential, explanatory, mixed methodology, which was undertaken on a sample of 5...

In recent years, international initiatives such as the Salamanca Statement and Framework for Action on Special Needs Education (UNESCO 1994) and the Sustainable Development Goals (United Nations 2015) have encouraged educational researchers to focus their attentions on those conditions that enable schools to become more inclusive. Much of this rese...

This report describes and discusses the findings from a research project which evaluated the efficacy of vocational education for people with disabilities in Georgia following a joint intervention by the Norwegian Ministry of Education and Research and the Georgian Ministry of Education and Science. The research generated quantitative data from a s...

As opportunities for international research collaboration increase, it becomes increasingly important to recognise the importance of respecting cultural differences in our traditions and approaches to the research process. By discussing these differences and also establishing common ground, it is possible to strengthen research capacity and draw up...

As opportunities for international research collaboration increase, it becomes increasingly important to recognise the importance of respecting cultural differences in our traditions and approaches to the research process. By discussing these differences and also establishing common ground, it is possible to strengthen research capacity and draw up...

The aim of this study is to investigate the relationships between emotional demands, emotional intelligence and perceived stress in a sample of academic employees. The sample size of 100% (N =533) includes the following: 45.8% (N = 244) are male with a mean age of 48.78 (SD = 10.9) and median of 49; and 54.2% (N = 289) are female with a mean age of...

The object of this study is to explore academic stress amongst academics (those who are employed by full/ part time, hourly paid, and who may be lecturers/ tutors/ instructors/ researchers) working for a university in different countries around the world. 533 (100%) academics participated in an online questionnaire/ survey. 244 (45.8%) were male wi...

The promotion of a more inclusive education system that aims to provide effective learning opportunities for previously marginalised learners has been high on the agendas of most countries. The influence of the Salamanca Statement and Framework for Action on Special Needs Education (UNESCO 1994), and an international commitment to deliver the Educa...

The National Council for Special Education (NCSE) commissioned this research to provide an analysis of current special education provision and the moves towards inclusive schooling across Ireland. The research aimed to provide an understanding of how inclusive education policy is being implemented and the provision made by schools in addressing the...

In recent years a number of western universities have established professional development courses in international contexts. These have often involved tutors travelling to countries with which they may have previously had little contact, in order to deliver courses that have been long established in their own universities. This article discusses s...

This chapter explores the challenges of identifying those difficulties that might be associated with mental health issues in children with severe and complex needs. The challenges associated with understanding the needs of children who may have difficulties in communicating their needs, and others associated with underestimating needs because of th...

This chapter draws upon research conducted in the Republic of Ireland to discuss the views of students who have been identified as having a range of high and low-incidence special educational needs. The data reported within the chapter are taken from Project Inclusive Research in Irish Schools (IRIS), a longitudinal research investigation using a m...

This publication reports an evaluation of special educational needs and inclusive schooling provision in Malta. The research was conducted by a team of academics and consultants drawn from several European countries and reports the findings from a survey, visits to schools, focus groups and interviews with service users and providers. It additional...

The concept of inclusive education has been largely debated and developed within a western context and its application within other cultural situations can be challenging. This chapter considers how the interpretation of inclusion within India is influenced by traditional values from within that society which may challenge some of the more conventi...

Assessment as a formative process that can assist teachers to plan for addressing the needs of diverse students is an essential feature of emerging inclusive classrooms. This book examines both theoretical models and practical approaches to developing an "assessment for learning" approach. The book draws upon an empirical studies into effective cla...

When developing case studies within a longitudinal study of special educational needs provision within the Republic of Ireland, the authors were conscious of the critiques of the use of this approach within educational research. The difficulties associated with generalisation, challenges of ensuring trustworthiness and the possibilities of research...

Agency and Participation in Childhood and Youth presents new critical engagement in conceptualising the roles of youth agency and participation in education, development and the pursuit of social justice. Theoretically, the book is framed within the paradigm of the capability approach, initially developed by Nobel Laureate, Amartya Sen, and further...

As there has been an increase in Western Higher Education Institutions delivering their degree programmes in the emerging economies of Asia so have concerns been expressed that these initiatives may become a form of ‘colonialism’ seen as offering ‘superior’ understanding of how universal educational challenges should be addressed. This concern quit...

Project IRIS (Inclusive Research in Irish Schools), is a three year longitudinal study, commissioned by The National Council for Special Education (NCSE) to investigate how special needs policies and practices impact on the experiences and outcomes for pupils with special educational needs (SEN), how curriculum is delivered, and how SEN resources a...

This is a report of research conducted for the Department of Education and Science in the Republic of Ireland. The investigation field work was undertaken by Richard Rose and Aine O'Neill. The report relates closely to papers published in academic journals and book chapters published by the authors and found on the Researchgate pages

This paper reports research that evaluated the efficacy of training for education assistants and its impact upon changing practices in a group of private international schools in Hong Kong, China. Two cohorts of education assistants received training through an educational institute. The focus was on supporting and fostering inclusive practices in...

Thye Education for Persons with Special Educational Needs Act in Ireland advocated the development of individual education plans (IEPs). However, this section of the Act has never been fully implemented and there is no obligation upon schools to develop IEPs. Research conducted across Ireland examined the extent to which IEPs have been developed an...

In England at both strategic and operational levels, policy-makers in the public sector have undertaken considerable work on implementing the findings of the Every Child Matters report and subsequently through the Children's Act 2004. Legislation has resulted in many local authorities seeking to implement more holistic approaches to the delivery of...

This chapter reports research that examined the influence of community involvement on the ability of schools to provide a more inclusive learning environment.

Project IRIS (Inclusive Research in Irish Schools) is a longitudinal research project investigating policy, provision, experiences and outcomes for children and young people with special educational needs within the Republic of Ireland. Data have been collected through a national survey of schools, focus groups with service users and providers and...

About one-third of all children may be recognized as having Special Educational Needs (SEN). These are at both ends of the spectrum — those who are handicapped or inadequate in various ways and those who are especially gifted.

Provision for pupils with special educational needs in Ireland has undergone considerable change and review in the first decade of the twenty-first century. In response to international demands for a more equitable education system that recognises diversity and considers how schools might address the needs of pupils who have been previously margina...

Education reform towards a whole school approach to catering for diversity within Hong Kong government schools has seen the initiation of several strategies to support mainstream schools in this transition. One of these approaches is the use of a resource school model. Special and mainstream schools in Hong Kong are being invited to establish thems...

This book brings together authors from around the world who present their research and ideas on initiative to overcome obstacles to inclusive schooling

When reporting on those conditions which they perceive as necessary for the inclusion of students with special educational needs, teachers often refer to the importance of additional adult support in the classroom. The deployment of teaching assistants in England and special needs assistants in Ireland has been regarded as an important factor in su...

This book, based upon research conducted by the authors provides positive and practical ways of involving young people in the inclusive classroom. At its heart is a recognition of the power of getting students involved and the value their empowerment can bring to their education.

The exclusion of children from schools is critiqued from the perspective of an excamination of perceived "within child deficits". It is argued that exclusion takes little account of teaching and environmental influences upon child behaviour and that through an aportioning of blame does little to support positive pupils behaviour.

This chapter describes an investigation into the experiences of international students during placements in schools in England. It focuses upon the development of their attitudes towards the inclusion of children with special educational needs in mainstream education.

When reporting on those conditions which they perceive as necessary for the inclusion of students with special educational needs, teachers often refer to the importance of additional adult support in the classroom. The deployment of teaching assistants in England and special needs assistants in Ireland has been regarded as an important factor in su...

The Department for Education and Skills (DfES 2005a) described an extended school as one providing activities and services, often beyond the school day to address the needs of its pupils, their families and the wider community. Such schools, it was anticipated, would address critical issues through providing a more collaborative service across agen...

The relationship between mental health and special educational needs is both complex and misunderstood. In this article, Richard Rose, Professor of Special and Inclusive Education, Marie Howley, Senior Lecturer, Ann Fergusson, Senior Lecturer, and Johnson Jament, a PhD student, all from the Centre for Special Needs Education and Research directed b...

Mentoring as a means of supporting young people perceived as having difficulties or being at risk of disaffection has become an important feature of pastoral support approaches in and around schools in recent years. The provision of support that is based upon a highly personalised relationship and founded upon principles of unconditional positive r...

Enabling pupils with special educational needs to participate more fully in the assessment, planning and evaluation of their own learning has become a principle enshrined within the legislation of many countries in recent years. Education policy in both England and the Republic of Ireland has recognised the desirability of increased pupil involveme...

Teachers in residential special schools often work with young people who experience some of the greatest obstacles to learning. In particular, young people with profound and multiple learning difficulties (PMLD) and those with autistic spectrum disorders (ASD) require expert teaching and management by professionals who have a detailed understanding...

The use of learning mentors to provide additional support to pupils who experience barriers to learning has become a feature of many schools in recent years. Mentoring places learning within a social context and recognises the necessity to ensure that students feel both comfortable with and in control of the learning process. This paper describes r...

This chapter considers the challenges faced by teachers working in inclusive classroom. It discusses bthe principles and practices that can support increased inclusion for pupils with special educational needs.

When reporting on those conditions which they perceive as necessary for the inclusion of students with special educational needs, teachers often refer to the importance of additional adult support. The deployment of teaching assistants in England and special needs assistants in Ireland has been regarded as an important factor in supporting national...