Supporting Inclusive School Leadership (SISL) project

CSL was delighted to work with Brendan Doody, Assistant Chief Inspector, on the Supporting Inclusive School Leadership (SISL) project. Ireland worked collaboratively with Malta, Sweden and Hungary and the project was facilitated by the European Agency for Special Needs and Inclusive Education. CSL would like to express its gratitude to the teachers, school leaders, support staff and system stakeholders who gave generously of their time and knowledge to enhance the project findings. Please read further at the links below:

Leading the Inclusive School-IPPN Article by Assistant Chief Inspector Brendan Doody

SISL-Policy Framework

SISL-Self-Reflection Tool

Country Report Ireland


Masters Research: Leading the New Special Education Teaching Allocation Model: Examining the Perspectives and Experiences of School Leaders in Leading Special and Inclusive Education in Irish Primary Schools

Leading the New Special Education Teaching Allocation Model: Examining the Perspectives and Experiences of School Leaders in Leading Special and Inclusive Education in Irish Primary Schools

The overall purpose of this study was to explore the perspectives and experiences of school leaders on the implementation of the special education teaching allocation model and the impact of this model on special and inclusive education in Ireland. The study also sought to identify the inclusive practices evident in schools and explore how the needs of children with special educational needs were met through the allocation model. Seven primary school principals in Ireland from a variety of school contexts took part in this study. A qualitative research design was employed to elicit the views of school leaders. The participants took part in semi-structured interviews which covered topics relating to the allocation model, inclusive practices and the continuum of support. The data was analysed using a thematic coding process. The findings revealed moderately positive perspectives from school leaders on the special education teaching allocation model. All participants expressed positive views towards inclusion and were committed to supporting all children to reach their potential. Inclusive practices were evident in all participant schools. The data also highlighted the challenges for leadership in implementing the model to meet the needs of pupils with special educational needs in their schools. Recommendations are made for policy, practice and future research as a means of directing policy makers and supporting schools in the implementation of special and inclusive education.

Click here to view Thesis

MicrosoftTeams image 12

CSL is funded by the Teacher Education Section (TES) of the Department of Education (DE)
This service is managed by Clare Education Centre.